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Pure Math Grade 11

Workbook

Alan Appleby
Robert Letal
Greg Ranieri
Publisher: Absolute Value Publications

Authors: Alan Appleby, Robert Letal, Greg Ranieri

Graphics: Greg Ranieri

Danielle Lindsay-Chung (Front Cover)

Copyright © 1997, 1998, 2001, 2002, 2003, 2004, 2006

All rights reserved.

This book is not covered under the Cancopy agreement.
No part of this book may be reproduced, in any form or by any
means, without permission in writing from the publisher.
Printed in Canada.

ISBN 0-9737459-2-4

For information contact:

Absolute Value Publications Inc.

P.O. Box 71096
8060 Silver Springs Blvd. N.W.
Calgary, Alberta
T3B 5K2

Bus: (403) 313-1442

Fax: (403) 313-2042

e-mail: [email protected]
web site: www.absolutevaluepublications.com
 About the Pure Math Grade 11 Workbook
• The Pure Math Grade 11 Workbook is a complete resource for the Alberta and
British Columbia Curriculum. Each curricular topic is subdivided into individual
lessons. Most lessons can be covered in one hour (plus homework time), but
some may require more time to complete. Lessons are composed of four parts:

• Warm-Ups - which could be review, preview or investigative work.

• Class Examples - which are intended to be teacher led.
• Assignments - short response, extended response, multiple choice and
numeric response questions are provided for student practice.
• Answer Key - answers to the assignment questions.

The Teacher Solution Manual is a copy of the workbook with detailed solutions to
all the Warm-ups, Class Examples, and Assignments.

The Student Solution Manual contains detailed solutions to all the Warm-ups,
Class Examples, and Assignments without the questions.

The material has been used in several schools and adjustments have been made
based on student and teacher feedback. Every effort has been made to achieve a
high standard of accuracy in the writing of the workbook, solution manual and answer
key. We accept full responsibility for any errors and welcome feedback.

Acknowledgments
We would like to acknowledge the following people for their contributions in the
production of this workbook:

• Bruce O’Neil, Terri Marchand, Lynn Darr, Janell Arbour, Linda Binder, Wes Reib,
and their students for piloting the material and providing valuable feedback

• our students for their suggestions, opinions, and encouragement.

• David McDougal for his feedback

• Tony Audia, for his support.

Most of all, we would like to thank our families, especially our respective wives,
Susan, Linda, and Rose, for their patience and understanding.
 Advantages for Students Advantages for Teachers

• Students write in the workbook so that the math • Written by teachers experienced in
theory, worked examples, and assignments are preparing students for success in high
all in one place for easy review. school and diploma examinations.

• Students can write on the diagrams and graphs. • Comprehensively covers the Alberta
and British Columbia curriculum.
• Provides class examples and assignments so that
students can use their time more efficiently by • Can be used as the main resource, or in
focusing on solving problems and making their conjunction with a textbook, or for
own notes. extra assignments or review.

• For independent learners the workbook plus • Lessons have been thoroughly piloted
solution manual fosters self-paced learning. in the classroom and modified based
on student and teacher feedback.
• Encourages group learning and peer tutoring.
• Reduces school photocopying costs
• The design of the workbook ensures that and time.
students are fully aware of the course
expectations. • Allows for easy lesson planning in the
case of teacher or student absence.
• We hope you enjoy using this workbook and
that with the help of your teacher you realize the • May be purchased through the
success that thousands of students each year are Learning Resource Centre (LRC).
achieving using the workbook series.

Teacher, student, and parent responses to the workbook series have been very positive.
We welcome your feedback. It enables us to produce a high quality resource meeting
our goal of success for both teachers and students.
 Pure Math Grade 11 Workbook
Table of Contents
Linear and Nonlinear Systems
Lesson 1......... Solving Linear Systems of Equations by Graphing.......................................1
Lesson 2......... Determining the Number of Solutions to a System of Linear Equations........... 7
Lesson 3......... Solving Linear Systems of Equations by Substitution.................................13
Lesson 4......... Solving Linear Systems of Equations by Elimination................................. 19
Lesson 5......... Applying Systems of Linear Equations - Part One......................................27
Lesson 6......... Applying Systems of Linear Equations - Part Two..................................... 35
Lesson 7......... Solving Linear Systems of Equations with Three Variables.......................... 41
Lesson 8......... Solving Nonlinear Systems of Equations..................................................51
Lesson 9......... Graphing Linear Inequalities in Two Variables...........................................57

Functions
Lesson 1......... Review of Functions, Domain, and Range................................................ 69
Lesson 2......... Operations with Functions.....................................................................77
Lesson 3......... Composition of Functions.....................................................................85
Lesson 4......... The Inverse of Function - Part One..........................................................95
Lesson 5......... The Inverse of Function - Part Two........................................................103
Lesson 6......... Zeros of a Function.............................................................................111

Quadratic Functions, Equations, and Inequalities

Lesson 1......... Analyzing Quadratic Functions - Part One...............................................119
Lesson 2......... Analyzing Quadratic Functions - Part Two.............................................. 127
Lesson 3......... Equations and Intercepts from the Vertex and the Point.............................. 135
Lesson 4......... Converting from General Form to Standard Form by Completing the Square. 143
Lesson 5......... Roots of Quadratic Equations - The Quadratic Formula.............................. 151
Lesson 6......... Roots of Quadratic Equations - The Discriminant......................................157
Lesson 7......... Applications of Quadratic Functions - A Graphical Approach......................165
Lesson 8......... Applications of Quadratic Functions - An Algebraic Approach.................... 173
Lesson 9......... Quadratic Inequalities...........................................................................181

Polynomial Functions, Equations, and Inequalities

Lesson 1......... Polynomial Functions.........................................................................189
Lesson 2......... The Division Algorithm and Synthetic Division.......................................197
Lesson 3......... The Remainder Theorem and the Factor Theorem......................................203
Lesson 4......... Factoring Polynomial Expressions.........................................................211
Lesson 5......... Solving Polynomial Equations..............................................................217
Lesson 6......... Graphing Polynomial Functions - Part One.............................................223
Lesson 7......... Graphing Polynomial Functions - Part Two............................................ 229
Lesson 8......... Graphing Polynomial Functions - Part Three...........................................237
Lesson 9......... Polynomial Functions with a Leading Coefficient other than ±1..................243
Lesson 10........Polynomial Inequalities....................................................................... 251
Pure Math Grade 11 Workbook ii Table of Contents
Absolute Value, Radical, and Rational Equations
Lesson 1......... Absolute Value Equations - Part One......................................................259
Lesson 2......... Absolute Value Equations - Part Two.....................................................267
Lesson 3......... Radical Equations............................................................................... 273
Lesson 4......... Rational Functions............................................................................. 285
Lesson 5......... Rational Equations..............................................................................295
Lesson 6......... Inverse of a Rational Function.............................................................. 301

Mathematical Reasoning
Lesson 1......... Inductive Reasoning, Conjectures, and Counterexamples ...........................307
Lesson 2......... Deductive Reasoning........................................................................... 315
Lesson 3......... Connecting Words - “And”, “Or”, & “Not”..............................................321
Lesson 4......... Venn Diagrams - Part One....................................................................329
Lesson 5......... Venn Diagrams - Part Two...................................................................335
Lesson 6......... If/Then Statements..............................................................................343
Lesson 7......... Direct Proof.......................................................................................351

Circle Geometry
Lesson 1......... Circles and Chords..............................................................................355
Lesson 2......... Circles and Angles..............................................................................365
Lesson 3......... Cyclic Quadrilaterals........................................................................... 377
Lesson 4......... Circles and Tangents........................................................................... 385
Lesson 5......... Polygons.......................................................................................... 393
Lesson 6......... Relations Between Arcs, Sectors, and Angles...........................................401

Coordinate Geometry and Trigonometry

Lesson 1......... Coordinate Geometry Review................................................................407
Lesson 2......... Distances Between Points and Lines.......................................................415
Lesson 3......... Distances Between Parallel Lines ..........................................................421
Lesson 4......... Coordinate Geometry and the Circle ...................................................... 425
Lesson 5......... Equation of a Circle ........................................................................... 431
Lesson 6......... Trigonometry Review..........................................................................435
Lesson 7......... Law of Sines and Law of Cosines..........................................................441

Personal Finance
Lesson 1......... Income............................................................................................. 447
Lesson 2......... Payroll Deductions Part One - CPP, EI, etc.............................................451
Lesson 3......... Payroll Deductions Part Two - Income Tax..............................................457
Lesson 4......... Bank Statements.................................................................................463
Lesson 5......... Investing Money - Simple Interest and Compound Interest......................... 467
Lesson 6......... Using TVM (on a Calculator) to Solve Investment Problems......................475
Lesson 7......... Annuities.......................................................................................... 483
Lesson 8......... Loans and Consumer Credit..................................................................487
Lesson 9......... Mortgages and Property Tax................................................................. 495
Lesson 10........Foreign Exchange...............................................................................503
Lesson 11........Budgeting..........................................................................................507
 Linear and Nonlinear Systems Lesson #1:
Solving Linear Systems of Equations by Graphing
Linear and Nonlinear Systems of Equations
• A system of equations consists of two or more equations that are considered together.
• A linear system of equations is a system in which each equation represents a straight line.
• A nonlinear system of equations is a system in which at least one equation does not
represent a straight line.
• The solution to a system of equations must satisfy each equation in the system.

Warm-Up y

2
A system of equations has been represented on the grid.
The system has an integral solution. x
-5 5
a) State the solution x = _____ , y = _____ . –2

b ) Write the solution as an ordered pair.

Class Ex. #1 Consider the system of equations 2x + y = 2, x - 3y = 15. 10 y

a) Solve the system of equations graphically by:

• writing both equations in slope y-intercept form 5
• making a table of values and plotting the points.
x
-10 -5 5 10

-5

-10

b ) Verify the solution by replacing the values in the original equations.

 2 Linear and Nonlinear Systems Lesson #1: Solving Linear Systems by Graphing

Class Ex. #2 The following system of equations is given: x - y = 7, x + 5y = –5

a) Use the x and y-intercepts to graph each equation 10 y
and hence solve the system.
5

x
-10 -5 5 10

-5

-10
b ) Verify the solution.

Solving a System of Equations using a TI-83 Plus Graphing Calculator

Check that the calculator is in “Function” mode.

Use the following procedure to find the solution to a system of equations:

1. Write each equation in terms of y.

2. Access the “Y= editor” by pressing the Y= key.

3. Enter one equation in Y1 .

4. Enter the other equation in Y2 .

5. Press the GRAPH key to display the graphs.

6. Access the intersect command by pressing

2nd then TRACE and scroll down to “intersect”.
The calculator will return to the display window with the graphs.

7. The calculator will display “First curve?”. Use the cursor key, if necessary, to select
the first graph and then press ENTER .

8. The calculator will display “Second curve?”. Use the cursor key, if necessary, to
select the second graph and then press ENTER .

9. The calculator will display “Guess?”. Press ENTER .

 Linear and Nonlinear Systems Lesson #1: Solving Linear Systems by Graphing 3

Note If a decimal value appears for the x and/or y coordinates, then the x and/or y value can be
converted to an exact value (as long as it is not irrational and within the limitations of the
calculator) by using the following procedure:

For the x-coordinate

1. Exit the graphing screen by pressing CLEAR twice.

2. Press X,T,q,n key, then press ENTER to import the x-coordinate.

3. To display the exact value,
Press MATH , select “Frac”, then press ENTER .

For the y-coordinate

Except for step 2, the instructions to import the y-coordinate are the same as above.
For step 2, press ALPHA 1 ENTER to import the y-coordinate value.
Then proceed to step 3 above.

Class Ex. #3 Verify the solution to the system of equations from Class Example #1 using a graphing
calculator: Class Ex. #1 2x + y = 2
x - 3y = 15

Class Ex. #4 Solve the following system of equations using a graphing calculator. y

List the answers as exact values using the technique above.

2a + 3b = 4 x
–2b + 10a - 7 = 0

Complete Assignment Questions #1 - #7

4 Linear and Nonlinear Systems Lesson #1: Solving Linear Systems by Graphing

Assignment
1. Consider the system of equations x - 2y = 3, x + y = 0.

a) Write each equation in slope y-intercept form.

b ) Complete the table of values c) Draw the lines on the grid and
for each equation. state the solution to the system.
y
x - 2y = 3 x+y=0 5
x y x y
–4 –4
x
–2 –2
-5 5
0 0
2 2
4 4 -5

2. In each case, solve the systems of equations by using a graphing calculator. Verify the
solution by replacing the values in the original equations.

a) x + 3y = 3 b ) 3a - 2b = 8
x+y=0 4a + b = 7

c) x = 2y + 9 d ) 3x + 2y = 6
x + 5y + 5 = 0 x-y=1
 Linear and Nonlinear Systems Lesson #1: Solving Linear Systems by Graphing 5

e) y = x - 1 f) 0.4p - 0.5q = 2.2

3
y= x-3 7p + 3q = 15
4

3. Solve the following system of equations using a graphing calculator. List the answers as
exact values.

a) 6x + 7y = 5, 3x = 14y b ) 7a - 9b + 4 = 0, 14a + 9b - 16 = 0

c) 2x + y + 2 = 0 d ) y = 0.46x - 3.14 e) 12x - 3y = 4

y=x+2 y = 2.13x + 4.28 6x + 3y = 1

Multiple
Choice 4. The ordered pair (x, y) which satisfies the system of equation x - 3y = 8, x + 4y = –13 is
A. (–1, 3)

B. (–1, –3)

C. (3, –1)

D. (3, 1)
 6 Linear and Nonlinear Systems Lesson #1: Solving Linear Systems by Graphing

Numerical 5. If 4x - 3y = 9 and 2x + 5y = 7, then the value of x, to the nearest tenth, is _____ .

Response
(Record your answer in the numerical response box from left to right)

6. Jamie graphs the equations x - y = – 4 and x + 2y = 4. The y-coordinate, to the nearest

hundredth, of the point of intersection is _____ .

(Record your answer in the numerical response box from left to right)

7. Two students worked together to solve a system of equations which had integer solutions.
Tara made a table of values for the first equation and Jorge made a table of values for the
second equation.
y
Tara Jorge 5
x y x y
–2 –6 –3 –2
0 –2 –1 0 x
-5 5
2 2 1 2
4 6 3 4
5 6 -5

Using the students’ results to determine the solution to the system,

the value of x + y is _____ .
(Record your answer in the numerical response box from left to right)

Answer Key
1 3 x y x y
1 . a) y = 2x - 2, y = –x b )
–4 –3.5 –4 4
–2 –2.5 –2 2
c ) x = 1, y = –1 0 –1.5 0 0
2 –0.5 2 –2
4 0.5 4 –4

2 . a) x = –1.5, y = 1.5 b ) a = 2, b = –1 c ) x = 5, y = –2
d) x = 1.6, y = 0.6 e ) x = –8, y = –9 f ) p = 3, q = –2

2 1 4 8
c ) x = – 43 , y = 2
3 . a) x = 3, y = 7 b) a = 7, b= 9 3
– 742 – 8657 5
d) x = 167 , y = 1670 e) x = 18 , y= – 29

4. B 5. 2 . 5 6. 2 . 6 7 7. 7
 Linear and Nonlinear Systems Lesson #2:
Determining the Number of Solutions
to a System of Linear Equations
Warm-Up Determining the Number of Solutions to a System of Linear Equations
Graph each system of equations on the grid provided. State the number of solutions
for each system.
a) y = x + 1 b ) y = 3x - 1 c) y = 3x - 1
y = –x + 3 y = 3x + 4 6x - 2y - 2 = 0

Number of Solutions to a System of Equations

Complete the following chart.

Number
infinitely many
of
Solutions

Graphical
Example

Lines Lines are Lines are

intersect at parallel coincident
one point
Slopes Slopes are equal
and and intercepts are
Intercepts different

Class Ex. #1 Without graphing, analyze each system to determine whether the system has
one solution, no solution, or infinitely many solutions.
1 3
a) 3x + y = 10, x - 2y = 1 b ) x - 2y + 6 = 0, y = x + 3 c) 3x + 4y = 12, y = – x
2 4

Complete Assignment Questions #1 - #5

 8 Linear and Nonlinear Systems Lesson #2: Determining the Number of Solutions

Solving a System Graphically by Changing the Calculator Window

Often the solution to a system of equations will not be visible using the default window of the
graphing calculator. When this occurs the window requires to be changed and we use the
following graphing calculator window format:

x:[xmin, xmax, xscl] y:[ymin, ymax, yscl]

Class Ex. #5 At a local High School the Students’ Council d

decided to sell sweaters to students. The cost 1000

of designing the sweaters included a fixed cost 900

of $600 plus $5 per sweater. 800

700

The Students’ Council planned to sell the 600

sweaters at $25 a piece. The cost and revenue 500

can be represented by the following systems of 400

equations where d represents the dollar value 300

and n represents the number of sweaters sold. 200

100

Cost of sweaters in dollars d = 600 + 5n -10 10 20 30 40 50

n

Revenue of sweaters in dollars d = 25n -100

a) Use a graphing calculator with a window x:[–10, 50, 10] y:[–100, 1000, 100] to
determine how many sweaters must be sold to break even. Sketch the graph representing
the equations on the grid provided.

b ) If all 850 students in the school purchased a sweater, how much profit would the
Students’ Council make?

Complete Assignment Questions #6 - #11

 Linear and Nonlinear Systems Lesson #2: Determining the Number of Solutions 9

Assignment
1. How can you tell by graphing a system of linear equations whether the system
has no solution, one solution, or infinitely many solutions?

2. Graph each system and determine whether the system has no solution, one solution, or
infinitely many solutions.
a) x = 3y - 2 b ) 2x - y = 4 c) 2x - 3y = 8
1
y = (x + 2) y = 2x + 1 3x - 2y = 4
3

3. How can you tell by writing a system of linear equations in the form y = mx + b whether the
system has no solution, one solution, or infinitely many solutions?

4. Rearrange each equation into the form y = mx + b and state whether the system
has no solution, one solution, or infinitely many solutions.
a) 5x - y = 4 b ) 2x - y = 3 c) 4y + x - 8 = 0
1
y = 5x + 4 x - 2y = 3 y=– x+2
4
 10 Linear and Nonlinear Systems Lesson #2: Determining the Number of Solutions

5. Write an equation which forms a system with the equation 2x - y = 6 so that

the system has:
a) no solution b ) one solution c) an infinite number of solutions

6. All 480 tickets for a school concert were sold. Seats in the front part of the hall cost
$6 each, and seats in the back part of the hall cost $4 each. The total receipts were $2 530.

This information can be represented by the system f + b = 480, 6f + 4b = 2 530.

a) Graph the system to determine the number of tickets sold for each part of the hall.

b ) State the graphing window used.

c) Verify the solution.

7. Solve the following systems of equations using a graphing calculator.

2
a) y = x+1 b ) 4x + 5y = 18
3
1
y= x-2 2x + 3y = 1
2

Multiple Ï 3x - 4y = 2
Choice 8. The solution to the system ÔÌ has
ÓÔ 6x - 8y = 1
A. no solution

B. one solution

C. two solutions

D. infinitely many solutions

 Linear and Nonlinear Systems Lesson #2: Determining the Number of Solutions 11

Numerical 9. If 3x + 2y = 48 and 2x + 3y = 12, then the value of x - 2y, to the nearest tenth, is _____ .
Response
(Record your answer in the numerical response box from left to right)

10. The value of k, k ΠN, for which the system of equations

10x + ky = –8 and –15x - 6y = 12, has an infinite number of solutions is _____ .

(Record your answer in the numerical response box from left to right)

11. The value of a, a ΠN, for which the system of equations

ax + 5y = 10 and 6x + 2y = 7, has no solution is _____ .
(Record your answer in the numerical response box from left to right)

Answer Key

1 . If the lines are parallel there is no solution

If the lines intersect there is one solution
If the lines are coincident there are infinitely many solutions

2 . a) infinitely many solutions b ) no solution c ) one solution

3 . If the values of m are identical but the values of b are different there is no solution
If the values of m are different there is one solution
If the values of m are identical and the values of b are identical there are infinitely many solutions

4 . a) no solution b ) one solution c ) infinitely many solutions

5 . a) eg. 2x - y = 4 b ) eg. 2x - 3y = 6 c ) eg. 4x - 2y = 12

6 . a) Front Æ 305 tickets, Back Æ 175 tickets b ) x:[–100, 500, 100] y:[–100, 700, 100]

7 . a) x = –18, y = –11 b ) x = 24.5, y = –16

8. A 9. 4 8 . 0 10. 4 11. 1 5
12 Linear and Nonlinear Systems Lesson #2: Determining the Number of Solutions
 Linear and Nonlinear Systems Lesson #3:
Solving Linear Systems of Equations by Substitution
Warm-Up

Using graphing to solve a system of equations is an excellent visual tool. An alternative

approach is to solve the system algebraically. There are two algebraic methods -
substitution and elimination.

Method of Substitution

In using the method of substitution, there are four general steps which are shown in the
flowchart below.

Step 1 Step 2 Step 3 Step 4

Choose the Substitute the Solve the Substitute the solution

simpler equation expression single variable from step 3 into the
and express one from step 1 into equation. equation in step 1 to
variable in terms the other find the value of the
of the other. equation. other variable.

Class Ex. #1 Consider the following system of equations x + 3y = 11

2x - 3y = 4

a) Solve the system using the method of substitution.

b ) Verify that the solution satisfies both equations.

c) Check the solution using a graphing calculator.

 14 Linear and Nonlinear Systems Lesson #3: Solving Linear Systems by Substitution

Class Ex. #2 Consider the following system of equations 3x - 2y = 0, 9x + 4y = 5 .

a) Solve and verify the system.

b ) Check the solution using a graphing calculator.

Class Ex. #3 Consider the following system of equations 3(x - 2) + y = 7, 4x - 3(y - 1) = 16 .

a) Solve the system using the method of substitution.

b ) Verify algebraically that the solution satisfies both equations.

Class Ex. #4 Solve the following system using substitution. 5x - 2y - z = –9

y = 2x
3x - z + 3 = 0

Complete Assignment Questions #1 - #8

 Linear and Nonlinear Systems Lesson #3: Solving Linear Systems by Substitution 15

Assignment
1. In each of the following systems:
• solve the system using the method of substitution
• verify the solution satisfies both equations
• check the solution by graphing

a) y = x + 3, 2x + 3y = 4 b ) x - 2y = 9, x + 5y + 5 = 0

c) 2p + q = 0, 7p + 5q = 1 d ) 6u - v - 1 = 0, 4u = 3v - 4
16 Linear and Nonlinear Systems Lesson #3: Solving Linear Systems by Substitution

2. Solve each of the following systems by substitution. Check each solution.

a) 2x - 3y = 5 b ) 2(x + 4) + y = 8
1
x-y=1 5x - 2(y - 1) + 16 = 0
2

c) 4(x - 1) + 2(y - 1) = 5 d ) 3(2x + 3) - (y - 8) = –1

3x - 4(y + 1) = 7 5(1 - 3x) - 2(4 - y) = 42
 Linear and Nonlinear Systems Lesson #3: Solving Linear Systems by Substitution 17

3. Solve each of the following systems using substitution.

a) y = 3x b ) x = 2y + 1
2x - y = –4 y + 3z + 5 = 0
x - 5z = 4 x - 3z = 0

4. The straight line px + qy = 1 passes through the points (–1, 1) and (–5, 4).

a) Substitute the x and y-coordinates into the equation of the line to form
two equations in p and q.

b ) Solve this system of equations by substitution to determine the values of p and q.

 18 Linear and Nonlinear Systems Lesson #3: Solving Linear Systems by Substitution

5. Solve the following system by substitution. Explain the results.

a) y = 2x - 3 b ) x = 3y + 1
4x - 2y = 6 2x - 6y = 4

Multiple 6. If x + y = 12 and x - y = 2, then x + 2y is equal to

Choice
A. 10
B. 17
C. 19
D. 34
x y
7. When solving a system of equations, one of which is - = 1, a substitution which
2 3
can be made is

1
A. x= (2y + 1)
3
1
B. y = (3x - 1)
2
1
C. x = (3y + 6)
2
1
D. y = (3x - 6)
2

Numerical 8. If s - 8t + 20 = 5s - 7t + 1 = 0, then the value of s + t, to the nearest tenth, is _____ .

Response
(Record your answer in the numerical response box from left to right)

Answer Key
1 2 1
1 . a) x = –1, y = 2 b ) x = 5, y = –2 c) p = – , q = d) u = ,v=2
3 3 2
1
2 . a) x = 4, y = 1 b ) x = –2, y = 4 c ) x = 3, y = – d) x = –3, y = 0
2
3 . a) x = 4, y = 12, z = 0 b ) x = –3, y = –2, z = –1

4 . a) –p + q = 1, –5p + 4q = 1 b ) p = 3, q = 4

5 . a) There are an infinite number of solutions of the form x = a, y = 2a - 3, a ΠR because the

equations are identical, (the resulting equation reduces to 0 = 0).
b ) There are no solutions since the graphs of the equations are parallel lines, (the resulting equation
reduces to 2 = 4).
6. B 7. D 8. 7 . 0
 Linear and Nonlinear Systems Lesson #4:
Solving Linear Systems of Equations by Elimination
Warm-Up

So far we have used two methods to solve systems of equations - graphing and substitution.
In this lesson we will learn another algebraic technique - the method of elimination. This
method is particularly useful when the equations involve fractions.

Method of Elimination

In using the method of elimination, there are four general steps which are shown in the
flowchart below.

Step 1 Step 2 Step 3 Step 4

If necessary, multiply Add or subtract Solve the Substitute the solution

each equation by a the two equations resulting into either of the
constant to obtain to eliminate one equation to original equations to
coefficients for of the variables. determine the determine the value of
x (or y) that are value of one of the other variable.
identical (except the variables.
perhaps for the sign).

Class Ex. #1 Consder the system of equations: 2x + 5y = 11

3x - 5y = 4

a) Solve the system using elimination.

2x + 5y = 11
3x - 5y = 4

b ) Verify the solution satisfies both equations

c) Check using a graphing calculator

 20 Linear and Nonlinear Systems Lesson #4: Solving Linear Systems by Elimination

Class Ex. #2 Solve the following system using elimination (addition) and elimination (subtraction)

addition subtraction

3a - 2b = 14 3a - 2b = 14
2a + b = 7 2a + b = 7

Would using the method of substitution have made this question easier to solve?

Complete Assignment Questions #1 - #2

Class Ex. #3 Solve the following system using elimination. Check the solution

2p 3q 11
- =
3 4 2
5p q
+ =3
9 6
 Linear and Nonlinear Systems Lesson #4: Solving Linear Systems by Elimination 21

Class Ex. #4 Solve the following system using elimination.

x-2 y+2
- =2
3 5
3 4 21
(x + 1) - (y - 3) =
5 5 2

Complete Assignment Questions #3 - #11

Assignment
1. In each of the following systems:
• solve the system using the method of elimination
• verify the solution satisfies both equations
• check the solution by graphing
a) x + 2y = 3 b ) 2a + 5b = 16
–x + 3y = 2 a-b=1
22 Linear and Nonlinear Systems Lesson #4: Solving Linear Systems by Elimination

c) 4x - 3y = 9 d ) 2x + 4y = 7
2x - 5y = 1 4x - 3y = 3

2. Solve each of the following systems by elimination. Check each solution.

a) 7e + 4f - 1 = 0, 5e + 2f + 1 = 0 b ) 5x = 8y, 4x - 3y + 17 = 0

c) 5x - 2y = 0.6, 2x + y = 1.5 d ) 3x + 2y - 6 = 0, x=y+1

 Linear and Nonlinear Systems Lesson #4: Solving Linear Systems by Elimination 23

3. Solve each of the following systems by elimination.

1 m n+3
a) 3x - y=5 b) - =2
2 2 4
1 1 3m n
x+ y=3 - =5
3 4 4 5

1 3 2x + y
c) (2x - y) + x = 6 d) -5=0
2 4 3
1 1 2 3x - y
x- y= =1
2 3 3 5
24 Linear and Nonlinear Systems Lesson #4: Solving Linear Systems by Elimination

4. Consider the system of equations x - 2y + 1 = 0, 2x + 3y = 12. Solve the system by:

a) elimination b ) substitution.

Which method do you prefer?

5. Consider the system of equations 11x + 3y + 7 = 0, 2x + 5y - 21 = 0.

Solve the system by:

a) elimination b ) substitution.

Which method do you prefer?

 Linear and Nonlinear Systems Lesson #4: Solving Linear Systems by Elimination 25

6. An arithmetic sequence has an nth term of the form

tn = a + (n - 1)d, where a and d are constants.
a) If the fourth term, t4, is 23, and the seventh term, t7, is 41, form a system of equations
in a and d.

b ) Solve the system.

c) Determine the 250th term of the sequence.

2 3 8 9 1
7. Solve the system of equations + = 2, - = 1 by first substituting a for
x y x y x
1
and b for .
y

8. Solve each of the following systems by elimination. Explain the results.

a) –2x + 6y - 1 = 0, 5x - 15y + 2.5 = 0 b ) 2x - 4y = 7, –7x + 14y = –21

 26 Linear and Nonlinear Systems Lesson #4: Solving Linear Systems by Elimination

Multiple 9. When b is eliminated from the equations 2x + b = 8 and 5x + 2b = 2, we obtain

Choice
A. 7x = 10
B. 9x = 18
C. x = –14
D. 3x = –6

1 1
10. The solution to the systems of equations x + y = 0, x + y = 1 is
2 3
A. x = 6, y = –6
B. x = 1, y = –1
C. x = 0, y = –0
D. x = –6, y = 6

Numerical 1 2 1 1 1 1
Response 11. If x + 5 = y and x + y = , then the value of y - x, to the nearest tenth,
3 3 2 3 3 2
is _____ .

(Record your answer in the numerical response box from left to right)

Answer Key
3
1 . a) x = 1, y = 1 b ) a = 3, b = 2 c ) x = 3, y = 1 d) x =
, y=1
2
8 3
2 . a) e = –1, f = 2 b ) x = –8, y = –5 c ) x = 0.4, y = 0.7 d) x = , y =
5 5
3 . a) x = 3, y = 8 b ) m = 8, n = 5 c ) x = 5, y = 11
2 d) x = 4, y = 7

4 . x = 3, y = 2 5 . x = –2, y = 5 6 . a) a + 3d = 23 b ) a = 5, d = 6 c ) 1499
a + 6d = 41
7 . x = 2, y = 3

8 . a) There are an infinite number of solutions of the form x = a, y = 16 (2a + 1), a ΠR because the
equations are identical, (the resulting equation reduces to 0 = 0).
b ) There are no solutions since the graphs of the equations are parallel lines, (the resulting equation
reduces to eg. 0 = 7).
9. C 10. A 11. 7 . 5
 Linear and Nonlinear Systems Lesson #5:
Applying Systems of Linear Equations - Part One
Warm-Up Review

Methods for
Solving Systems of Equations

Graphing Substitution Elimination

In this lesson we apply these methods in problem solving.

Problem Solving

We can solve a variety of types of problems using a system of equations. There are four
general steps to problem solving which are shown in the flowchart below.

Step 1 Step 2 Step 3 Step 4

Introduce variables Form a system of Solve the Answer the

to represent the equations involving system. problem and
unknown values. the variables. check the solution.

Number Applications

Class Ex. #1 The difference of two numbers is 9. The larger number is 3 more than twice the smaller
number. Find the numbers.
 28 Linear and Nonlinear Systems Lesson #5: Applying Systems of Linear Equations Part One

Class Ex. #2 The perimeter of a rectangle is 40 metres. The width is 4 metres less than the length.
Find the dimensions of the rectangle.

Money Applications

Class Ex. #3 Gary had a total of $260.00 in five-dollar bills and ten-dollar bills. If he has 33 bills in total,
how many of each denomination does he have?

Class Ex. #4 Lora invested her inheritance of $48 000 in two different mutual funds. At the end of one
year one fund had earned 10.5% interest and the other fund had earned 12% interest. If she
received a total of $5520 in interest, how much did she invest in each mutual fund?

Complete Assignment questions #1 - #14

 Linear and Nonlinear Systems Lesson #5: Applying Systems of Linear Equations Part One 29

Assignment
In problems #1 - #10 use the following procedure:

a) Introduce variables to represent the unknown values.

b) Form a system of equations involving the variables
c) Solve the system.
d) Answer the problem and check the solution.

1. A rectangle is to be drawn with perimeter 64 cm. If the length is to be 14 cm more than the
width, determine the area of the rectangle.

2. The sum of two numbers is 3 and twice the larger number is 36 more than three times the
smaller number. Find the numbers.

3. Six pencils and four crayons cost $3.40. Three similar pencils and ten similar crayons cost
$4.90. How much would you expect to pay for a set of eight pencils and twelve crayons?
30 Linear and Nonlinear Systems Lesson #5: Applying Systems of Linear Equations Part One

4. The perimeter of a rectangle is 40 cm. If the length were doubled and the width halved, the
perimeter would be increased by 16 cm. Find the dimensions of the original rectangle.

5. A small engineering company has an old machine which produces 30 components per hour
and has recently installed a new machine which produces 40 components per hour.
Yesterday, both machines were in operation for different periods of time. If 545
components were produced when the total number of hours of operation was 15 hours,
determine for how many hours each machine was operating.

6. In a hockey arena, a seat at rink level costs three times as much as a seat in the upper level.
If five seats at rink level cost $112 more than eight seats in the upper level, find the cost of a
seat at rink level.
 Linear and Nonlinear Systems Lesson #5: Applying Systems of Linear Equations Part One 31

7. Rachel had been saving quarters and dimes to buy a new toy. She had 103 coins and had
saved $21.40. How many coins of each type had she saved?

8. One year a man saved $5000. Next year his income increased by 10% and his expenditure
decreased by 16%. He was able to save $14 600. Calculate his income in the second year.

3
9. Chad invested of his $56 000 lottery winnings in two different mutual funds. At the end
4
of the year the Balanced Fund had earned 6.5% interest, but the Emerging Markets Fund
had lost 3%. If the value of Chad’s funds had increased by $1 590, determine the amount
invested in each fund.
32 Linear and Nonlinear Systems Lesson #5: Applying Systems of Linear Equations Part One

10. Shoji invested $7 000, part at 9% interest and part at 6% interest. The interest obtained
from the 6% investment was half of the interest obtained from the 9% investment.
How much was invested at each rate?

11. The heights, in metres, of the vertical rods of a suspension bridge, as you move out from
the centre of the bridge, form the sequence,
1.1, 1.4, 1.9, 2.6, . . .
Centre

1.1 1.4 1.9

n=1 n=2
a) Without a calculator determine the next two terms in the sequence.

b ) The height, h metres, of the n th rod is given by the formula h = a + bn 2.

Using the terms of the sequence given to form a system of equations, determine the
values of a and b and state the formula.

c) Use this formula to verify the answers in a).

 Linear and Nonlinear Systems Lesson #5: Applying Systems of Linear Equations Part One 33

12. Erika plans to set up an internet connection with Y2K Internet Company. There are three
plans to choose from.

• Plan 1 costs $20 per month and includes a user fee of 40¢ per hour.
• Plan 2 costs $15 per month and includes a user fee of 80¢ per hour.
• Plan 3 costs $60 per month for unlimited use.

a) What would determine which plan is most economical?

b ) Use a graphical method to determine when plans 1 and 2 are equally

economical to use. State the graphing window used.

c) Verify the solution to b) algebraically.

d ) For each of plans 1 and 2 determine the number of hours of use which could be
obtained for $60.

e) Devise a simple rule which would determine which plan is most economical
depending on the expected number of hours of internet use per month.
 34 Linear and Nonlinear Systems Lesson #5: Applying Systems of Linear Equations Part One

Numerical 13. The diagram shows two parallel lines and a transversal.
Response
12°

(4x + 7y)°
(x - 2y)°

The value of x + y, to the nearest whole number, is _____ .

(Record your answer in the numerical response box from left to right)

14. A number consists of two digits whose sum is 11. If the digits were reversed, the original
number is increased by 27. The original number is _____ .

(Record your answer in the numerical response box from left to right)

Answer Key

1 . 207 cm2 2 . 9, –6 3 . $7.20 4 . 12 cm by 8 cm

5 . 5 12 hours old and 9 12 hours new 6 . $48 7 . 74 quarters, 29 dimes

8 . $44 000 9 . $30 000, $12 000 10. $3000 at 6% and $4000 at 9%

1 1 . a) 3.5, 4.6, b ) a = 1, b = 0.1, h = 1 + 0.1n 2

1 2 . a) The expected number of hours of internet use per month

b ) 12.5 hours, eg. x:[0, 50, 10], y:[0, 50, 10] c ) 12.5 hours d) 100 hours, 56 14 hours
e) Plan 2 for up to 12.5 hours, Plan 1 for between 12.5 and 100 hours, Plan 3 for more than 100 hours.

13. 3 6 14. 4 7
 Linear and Nonlinear Systems Lesson #6:
Applying Systems of Linear Equations - Part Two

Mixture Applications

Class Ex. #1 Cashew nuts costing $22/kg are mixed with Brazil nuts costing $16/kg. The mixture weighs
50 kg and sells for $18/kg. How many kilograms of each type of nut were used in the
mixture?

Class Ex. #2 Earl the chemist has to make 180 ml of 60% hydrochloric acid (HCl) solution . He has
available a one litre bottle of 45% HCl solution and a one litre bottle of 70% HCl solution by
volume. How many ml of each solution are mixed to make the 60% HCl solution?
 36 Linear and Nonlinear Systems Lesson #6: Applying Systems of Linear Equations Part Two

Distance, Speed, and Time Problems d

s t

Class Ex. #3 A student drove the 1245 km from Edmonton to Vancouver in 161 2 hours. This included a
one hour stop in Golden and a 30 minute stop in Kamloops. She averaged 100 km/h on the
divided highways and 75 km/h on the non-divided mountainous roads. How much time did
she spend on the divided highways?

Class Ex. #4 A small cruise boat took 3 hours to travel 36 km down a river with the current. On the return
trip it took 4 hours against the current. Find the speed of the current and the speed of the
small cruise boat in still water.

Now complete Assignment questions #1 - #10

 Linear and Nonlinear Systems Lesson #6: Applying Systems of Linear Equations Part Two 37

Assignment
In problems #1 - #8 use the following procedure:

a) Introduce variables to represent the unknown values.

b) Form a system of equations involving the variables
c) Solve the system.
d) Answer the problem and check the solution.

1. Candy costing $6 per kg is mixed with candy costing $4.50 per kg to produce 112 kg of
candy worth $612. How many kg of each type of candy were used?

2. 300 grams of Type A Raisin Bran is mixed with 500 grams of Type B Raisin Bran to
produce a mixture which is 11% raisins. Type A Raisin Bran has twice as many raisins per
kilogram as Type B.
What percentage of raisins are in each type of Raisin Bran?
38 Linear and Nonlinear Systems Lesson #6: Applying Systems of Linear Equations Part Two

3. A scientist has to make 800 ml of 61% sulfuric acid solution . He has available a one litre
bottle of 40% sulfuric acid solution and a one litre bottle of 75% sulfuric acid solution by
volume.

a) How many ml of each solution are mixed to make the 61% sulfuric acid solution?

b ) What is the maximum volume, rounded down to the nearest ml, of 61% sulfuric acid
solution which the scientist could make with the original bottles of sulfuric acid?

4. Pure gold is often mixed with other metals to produce jewellery. Pure gold is 24 carat.
12 carat gold is 1 2 2 4 or 50% gold, 6 carat gold is 6 2 4 or 25% gold, etc.
A jeweller has some 12 carat gold and some 21 carat gold and wants to produce 90 grams
of 75% gold.

a) What percentage of gold is 21 carat?

b ) How many grams of 12 carat gold and of 21 carat gold are needed to produce the
mixture?
 Linear and Nonlinear Systems Lesson #6: Applying Systems of Linear Equations Part Two 39

5. A train travels 315 km in the same time that a car travels 265 km. If the train travels on
average 20 km/h faster than the car, find the average speed of the car and the time taken to
travel 265 km.

6. A small plane flying into a wind takes 3h to travel the 780 km journey from Lethbridge to
Fort McMurray. At the same time, a similar plane leaves Fort McMurray and reaches
1
Lethbridge in 2 2 h. If the planes have the same cruising speed in windless conditions,
determine the speed of the wind.

7. A cyclist leaves home at 7.30 am to cycle to school 7 km away. He cycles at 10 km/h until
he has a puncture, then he has to push his bicycle the rest of the way at 3 km/h. He arrives
at school at 8.40 am. How far did he have to push his bicycle?
 40 Linear and Nonlinear Systems Lesson #6: Applying Systems of Linear Equations Part Two

8. Chris walks at 8 km/h and runs at 12 km/h. One day he walks and runs on the way from
his house to the library. It takes him 20 minutes. On his way back from the library he runs
1
twice as far and the journey home takes 17 2 minutes.
How far is his house from the library?

Multiple 9. A shopkeeper wishes to mix two types of tea together. One type sells at $8 per kg and
Choice the second type sells at $12 per kg. He wishes to make 100 kg of the mixture to sell
at $11 per kg. The number of kg of the first type of tea in this mixture should be

A. 25
1
B. 33 3
C. 50
D. 75

Numerical 10. Raj left home at 1pm to travel 675 km to visit his sister. He averaged 110km/h for the
Response first part of the trip during which he had a 1 hour rest, and 90 km/h for the second part of
the trip during which he had a 30 minute rest. He reached his destination at 9pm.
The number of minutes taken for the first part of the trip, to the nearest minute,
was _____ .
(Record your answer in the numerical response box from left to right)

Answer Key
1 . 72 kg of $6/kg candy, 40 kg of $4.50/kg candy 2 . 16% in type A, 8% in type B
3 . a) 320 ml of 40% solution, 480 ml of 75% solution b ) 1666 ml
4 . a) 87.5% b ) 30 g of 12 carat gold, 60 g of 21 carat gold 5 . 106 km/h, 2 12 h
6 . 26 km/h 7 . 2 km 8 . 3 km 9. A 10. 2 7 0
 Linear and Nonlinear Systems Lesson #7:
Solving Linear Systems of Equations
with Three Variables
Warm-Up

We can extend the method of elimination to solve a system of equations involving three
variables. To be able to produce a unique solution to a system involving three variables, we
require three independent equations.

Starting with three equations in three variables, reduce by eliminating to two equations in two
variables and hence to one equation in one variable. Solve and back substitute to determine
the value of the remaining variables.

Class Ex. #1 Solve the following system.

a) (i) x+y+z=1 b ) (i) 2x + 3y + 4z = 10

(ii) x + y - z = –1 (ii) 4x + 3y + 2z = 8
(iii) x-y+z=3 (iii) 3x - y - 3z = –4

Complete Assignment questions #1 - #3

 42 Linear and Nonlinear Systems Lesson #7: Solving Linear Systems with Three Variables

Matrix
A matrix is a rectangular array of numbers arranged in rows and columns. The coefficients
of the variables from a linear system of equations can be entered as elements in a matrix. For
example, the following linear systems of equations

2x + y = 2 2x + 3y + 4z = 10 x + 3y = 5
x - 3y = 15 4x + 3y + 2z = 8 y=2
3x - y - 3z = –4
can be represented by the following matrices
È 2 3 4 10 ˘
È 2 1 2 ˘ matrix size: ÍÍ 4 3 2 8 ˙˙ matrix size: È 1 3 5 ˘ matrix size:
Í 1 –3 15 ˙ 2 x 3 ÍÍ ˙˙ 3 x 4 Í0 1 2˙ 2x3
ÎÍ ˚˙ 3 –1 –3 –4 ÎÍ ˚˙
Î ˚
2 rows by 3 columns
Note
• The number of equations in the system defines the number of rows in the matrix. The
number of columns is one more than the number of rows.
• If there is a missing variable or constant, substitute a zero.

Solving Linear Systems Using the Matrix Features of a Calculator

The graphing calculator can be used to solve linear systems of equations by using the matrix
features. The following two part procedure can be used on a TI-83 Plus graphing calculator
to solve Class Ex. #1b) (i) 2x + 3y + 4z = 10
(ii) 4x + 3y + 2z = 8
(iii) 3x - y - 3z = –4

PART 1: Entering the Equations as Elements of a Matrix

1. Access the matrix menu MATRIX by pressing 2nd then x– 1 keys.

2. Select “EDIT” in the menu by scrolling.
3. Press ENTER to select matrix 1 [A]. To select any other matrix press the number

by the matrix letter (or scroll down to it) then ENTER .

4. Press 3 ENTER 4 ENTER to display a 3 x 4 matrix.

5. Enter the coefficients of each equation in the matrix. To enter the values for the example
above;
• Press 2 ENTER 3 ENTER 4 ENTER 10 ENTER

to enter the first row for 2x + 3y + 4z = 10. The cursor then prompts the second row.
• Press 4 ENTER 3 ENTER 2 ENTER 8 ENTER

to enter the second row for 4x + 3y + 2z = 8. The cursor then prompts the third row.
• Press 3 ENTER –1 ENTER –3 ENTER –4 ENTER

to enter the third row for 3x - y - 3z = –4.

Note The coefficients of each variable in the system must be aligned vertically in the matrix.
i.e. the coefficients of x in all the equations must be in the same vertical column
the coefficients of y in all the equations must be in the same vertical column, etc.
 Linear and Nonlinear Systems Lesson #7: Solving Linear Systems with Three Variables 43

PART 2: Solving a System of Linear Equations Using the Matrix Features

1. Quit the screen in part 1.

2. Access the MATRIX menu by pressing the keys 2nd x– 1 .

3. Access the command “rref( ” to solve the matrix by scrolling right to MATH,
scrolling down to B:rref( and then pressing the ENTER key.
Note: “rref” stands for “reduced row-echelon form”.

4. Select the matrix by accessing the MATRIX menu, then scrolling down to the matrix from
PART 1, and press ENTER ENTER . This displays the solution to the system
of linear equations.

Note • To convert the answers to exact values, access the fraction command, “Frac”, by pressing
MATH ENTER ENTER after step 4 above.
• The mathematical theory behind solving a system of equations using matrices will be
covered in Linear Algebra courses at post secondary level.

Class Ex. #2 Solve the following systems using your Matrix key on your graphing calculator. Answer as
exact values.

x y z
a) a + 2b + 3c = –1 b ) 2b + 13 = c c) 7x + 2y = 2 d) - =2-
2 3 6
y x z
2a + b - c = 5 a - 2c = 78 4x + 5y = 12 + + = –8
2 4 3
x y z
3a - b + 2c = 4 3a + b = 13 - + = –1
2 3 4
 44 Linear and Nonlinear Systems Lesson #7: Solving Linear Systems with Three Variables

Class Ex. #3 Johnny has two gold engraved pens, three hi-polymer pencils, and four erasers that cost
$50.00. Three gold engraved pens, two hi-polymer pencils, and one eraser cost $45 . Three
gold engraved pens and one hi-polymer pencil cost the same as a dozen erasers. Find the
cost of each item.

Now complete Assignment questions #4 - #12

Assignment
1. Algebraically, solve the following systems of equations.

a) 2x + y + z = 9 b) a + b + c = 3
x + 2y - z = 6 3a - b + 2c = 1
3x - y + z = 8 a+b-c=1
 Linear and Nonlinear Systems Lesson #7: Solving Linear Systems with Three Variables 45

c) x + y + z = 4 d ) s + t + v = -1
2x + 2y - z = 5 s + 2t + 3v = -2
x-y=1 3s - 2t - v = 2

e) 4x - 3y - 2z = -1 f) 0.5p + 0.3q + 0.2r = 46

2x + 5y + 8z = -1 0.2p - 0.5q + 0.4r = 0
6x - 2y = -1 0.1p + 0.8q - 0.6r = 26
46 Linear and Nonlinear Systems Lesson #7: Solving Linear Systems with Three Variables

2. The parabola y = ax 2 + bx + c passes through the points (1, 2), (2, 4) and (3, 8).
Determine the values of a, b and c and state the equation of the parabola.

3. The circle x 2 + y 2 + ax + by + c = 0 passes through the points (5, 5), (2, 6) and (7, 1).
Determine the values of a, b and c and state the equation of the circle.
 Linear and Nonlinear Systems Lesson #7: Solving Linear Systems with Three Variables 47

4. Use the matrix features of a calculator to solve the following systems of equations.

a) 2x + y - z = 0 b) 2x + y + z = 5 c) a + b + c = 3
5x + 3y + 7z = - 8 x + 2y - z = 7 3a - b + 2c = 12
3x - 2y + 4z = -16 4x - 3y + 3z = 1 a + b - c = -7

d ) 0.3p - 0.2q - 0.4r = 10 e) x - y = z f) 6x + 5y = 5

0.6q + 0.2r = - 1 x + z = 11 3x - 2y = 0
2p - r = 8q z - 2y = 13

5. Use the matrix features of a calculator to solve the following systems of equations.
x y z r 3s t
a) + - =1 b) - - =8
3 5 2 2 4 7
x 3y 5z r s t
- - = -1 + - =0
2 10 2 2 4 5
5x y r s
+ + z = -2 =t-
6 2 4 8

6. Travis has a savings jar full of nickels, dimes and quarters. He has 96 coins with a value of
$12.40. The number of dimes is twice as many as the total of the number of nickels and
quarters. Form a system of three equations and use the matrix features of a calculator to
determine the number of each type of coin that Travis has.
48 Linear and Nonlinear Systems Lesson #7: Solving Linear Systems with Three Variables

7. John, standing on a bridge above a river, throws a stone up into the air.
The height h (in metres) of the stone above the river at time t (in seconds) is given by the
1
equation h = 2 at 2 + vt + c, where;
a is the acceleration of the stone in m/s2,
v is the initial velocity in m/s, and,
c is the height of the bridge above the river in m.

The table shows measurements of the height above the ground after 1, 2 and 3 seconds.

time (t), seconds 1 2 3

height(h), metres 45.1 50.4 45.9

a) Explain why the value of h increases from t = 1 to t = 2 but decreases from t = 2 to t = 3?

b ) Form a system of three equations in a, v and c and solve using the matrix features
of a calculator.

c) State the acceleration, the initial velocity, and the height of the bridge above the river.
Use appropriate units.

d) State the formula for h in terms of t and use the formula to

calculate h at t = 5.2 and t = 5.3. Explain the result.
 Linear and Nonlinear Systems Lesson #7: Solving Linear Systems with Three Variables 49

8. Consider the following systems of equations.

i ) 2x + 3y = 8 ii) 2x + 3y = 8
4x + 6y = 16 4x + 6y = 10

a) Solve each system using an algebraic method.

b ) Use the matrix features of a calculator to determine the solution to each system.

Questions #9, 10, and 11 are based on the following information

A company makes three sizes of teddy bears. The large size sells for $18,
the medium size for $14, and the small size for $10. During the week
before Christmas, the company sold L large, M medium, and S small teddy
bears. The company’s financial activities for the week can be described by
the following system of equations:
L + M + S = 72
18L + 14M + 10S = 972
L+M=S+8

Multiple 9. The number 972 represents

Choice
A. the number of teddy bears sold in the week
B. the total cost of 42 teddy bears
C. the total sales revenue for the week
D. some other information

Numerical 10. The total number of teddy bears sold during the week was _____ .
Response (Record your answer in the numerical response box from left to right)

11. The number of small teddy bears sold during the week was _____ .
(Record your answer in the numerical response box from left to right)
50 Linear and Nonlinear Systems Lesson #7: Solving Linear Systems with Three Variables

12. Extension Question: Algebraically, solve the following system and verify using the
matrix features of a calculator.
a + b + 2c + 6d = 3
a-b+c+d=3
a + 2b + 3c + 7d = 6
a + 3b - c + 2d = 0

Answer Key
1 . a) x = 3, y = 2, z = 1 b ) a = 14 , b = 74 , c = 1 c) x = 2, y = 1, z = 1
d) s = 0, t = –1, v = 0 e ) x = 0.5, y = 2, z = –1.5 f) p = 60, q = 40, r = 20
2
2. a= 1, b = -1, c = 2, y = x - x + 2 3 . a = -4 , b = - 2, c = - 20, x 2 + y 2 - 4x - 2y - 20 = 0
4 . a) x = –2, y = 3, z = –1 b ) x = 2.5, y = 1.5, z = –1.5 c) a = 0, b = –2, c = 5
x = 10 5
d) p = 10, q = 5, r = –20 e ) x = 4, y = –3, z = 7 f) 27 , y = 9
5 . a) x = –6, y = 10, z = –2 b ) r = 4, s = –8, t = 0 6 . 10 nickels, 64 dimes, 22 quarters
7 . a) at t = 1 the stone is moving in an upward direction, and before t = 3 the stone has reached its highest
point and is moving down.
b ) 12 a + v + c = 45.1, 2a + 2v + c = 50.4, 92 a + 3v + c = 45.9, a = –9.8, v = 20, c = 30
c ) acceleration = –9.8 m/s2, initial velocity = 20 m/s, height = 30 m
d) At t = 5.2, h = 1.504, and at t = 5.3, h = –1.641 m.
This means that between 5. 2 and 5.3 seconds the stone hits the water.
Note: The formula will not be valid after the stone hits the water, so the height of the stone
at 5.3 seconds will not be –1.641 m.
8 . a) i) infinitely many solutions i i ) no solution
b) i) infinitely many solutions i i ) no solution
9. C 10. 7 2 11. 3 2

12. a = 2, b = 1, c = 3, d = –1
 Linear and Nonlinear Systems Lesson #8:
Solving Nonlinear Systems of Equations
Nonlinear System

A nonlinear system of equations is a system in which at least one equation does not
represent a straight line.

Class Ex. #1
Consider the following system of equations: y = x 2 y
y=x+6
a) Solve the system using a graphing calculator.
x

b) Verify the solution by replacing the values in

the original equations.

Class Ex. #2
Consider the following system of equations: y = x 3 - x 2 - 4x + 24
y = x 3 - 2x 2 - 4x + 40
y
a) This system has two solutions. State an appropriate graphing
window and sketch the graphs of the equations.

b ) State the solution to the system.

c) Verify the solution..

d ) Use the method of substitution to solve the system algebraically.

 52 Linear and Nonlinear Systems Lesson #8: Solving Nonlinear Systems of Equations

Class Ex. #3 John invests $750 in a plan which pays 8% interest per annum.
The amount of his investment at the end of n years is A = 750(1.08)n.

Sara invests $1000 in a plan which pays 5% interest per annum.

The amount of her investment at the end of n years is A = 1000(1.05)n.

a) Using a graphing window x:[0, 20, 2] y:[0, 2000, 100] sketch a graph of investment
amount against time for each investment.

2000

Investment 1500
Amount
(dollars)
1000

500

0 10 20

Time (years)

b ) Solve the system of equations A = 750(1.08)n by finding the point of intersection.

A = 1000(1.05)n

c) If interest is paid at the end of each year, after how many complete years will John’s
investment be worth more than Sara’s?

Note More detailed work on investment income will be covered in the Personal Finance unit.

Complete Assignment Questions #1 - #7

 Linear and Nonlinear Systems Lesson #8: Solving Nonlinear Systems 53

Assignment
1. In each case, solve the systems of equations by graphing. Verify the solution by replacing
the values in the original equations.

a) y = x 2 - 2 b ) y = 8x - x 2 c) y = x - 1
y=x y = 2x y = x 2 - 6x + 5

8
d) y = e) x + 2y = 3 f) 2x + y = x 2 + 5
x
–x + y = 7 xy = –2 y = 4x

2. Solve the following systems to one decimal place.

a) y = –x 2 + 3 b ) y = x 3 - 3x + 4 c) y = x 2
y = x2 - 7 y=7 y = 2x
54 Linear and Nonlinear Systems Lesson #8: Solving Nonlinear Systems of Equations

10
3. Consider the systems of equations y =
x
y = mx + b, where m, b Œ ¬.

10
In each case the graph of y = is given.
x
Investigate the number of solutions for the given values of m and b and sketch an
appropriate line.

a) m = 2, b = –2 b ) m = –1, b = 0
y y
5 5

x x
–5 5 –5 5

10 10
y= –5 y= –5
x x

c) m = 0, b = 0 d ) m = 0, b π 0
y y
5 5

x x
–5 5 –5 5

10 10
y= –5 y= –5
x x

e) m > 0 f) m is undefined (2 possible answers)

y y
5 5

x x
–5 5 –5 5

10 10
y= –5 y= –5
x x
 Linear and Nonlinear Systems Lesson #8: Solving Nonlinear Systems 55

4. Solve the following systems of equations

i ) algebraically by the method of substitution, and, ii) graphically

a) y = x 3 + 5x + 16 b ) y = x 4 - 3x 2 - 4 c) y = x 4 + x 2 - 6
y = 5x - 11 y = –3x 2 + 12 y = x 4 - x 2 + 12

5. A farmer has 12 m of fencing with which to erect two sides of a rectangular pen, the other
two sides being formed by the corner of a walled garden.

a) If the area of the pen is 24 m2 and the length of one side is x metres, show
that x 2 + 24 = 12x.

b ) Write a system of equations which could be graphed in order to determine the

dimensions of the pen. State the dimensions of the pen to the nearest hundredth
of a metre.

c) The ancient Babylonians knew that equations of the form x 2 + c = bx could be solved
by solving the system of equations x + y = b, xy = c.
Use this method to write a system of equations which could be graphed to determine the
dimensions of the pen. Compare this answer with the answer in b).
 56 Linear and Nonlinear Systems Lesson #8: Solving Nonlinear Systems of Equations

Multiple 6. The number of solutions to the system of equations y = x 3 - 1, is

Choice
y = 2x
A. 0
B. 1
C. 2
D. 3

Numerical 7. In January 2000, the population of Starville was 25 000 and the population in
Response Moontown was 35 000.
The population of Starville was increasing at the rate of 3% per year which could be
modelled by the equation P = 25 000(1.03)n whereas the population of Moontown was
decreasing at the rate of 3% per year modelled by the equation P = 35 000(0.97)n.
The year in which the population of Starville overtakes the population of Moontown
is _____ .

(Record your answer in the numerical response box from left to right)

Answer Key

1 . a) x = –1, y = –1 b ) x = 0, y=0 c ) x = 1, y=0

x = 2, y = 2 x = 6, y = 12 x = 6, y=5

d) x = –8, y = –1 e ) x = –1, y = 2 f) x = 1, y=4

x = 1, y = 8 x = 4, y = – 12 x = 5, y = 20

2 . a) x = –2.2, y = –2.0 b ) x = 2.1, y = 7 c ) x = –0.8, y = 0.6

x = 2.2, y = –2.0 x = 2.0, y = 4.0
x = 4.0, y = 16.0

3 . a) 2 b) 0 c) 0 d) 1 e) 2 f) 0 if the line is the y-axis, 1 otherwise

4 . a) x = –3, y = –26 b ) x = 2, y = 0 c ) x = 3, y = 84
x = –2, y = 0 x = –3, y = 84

5 . b ) y = x2 + 24, y = 24 dimensions Æ 2.54 m by 9.46 m

c ) y = 12 - x, y = 24
x , dimensions Æ 2.54 m by 9.46 m

6 . C Æ the two solutions are approximately x = 1.59, y = 3.01 and x = 9.94, y = 980.20

7. 2 0 0 5
 Linear and Nonlinear Systems Lesson #9:
Graphing Linear Inequalities in Two Variables
Warm-Up

The speed limit on a highway is 100 km/h. A car is breaking the speed limit. This means that
the speed, s, at which the car is travelling is given by the inequality s > 100.

Before studying linear inequalities in two variables we will review linear inequalities
in one variable.

Linear Inequalities in One Variable

A mathematical inequality must contain one of the following symbols:

< £ > ≥ π

The following are examples of linear inequalities in a single variable :

4x - 1 > 7 1 - 2a £ 5 etc.

The solution to a single variable inequality can be shown on a number line.

In this unit, unless otherwise stated, we assume that the variables are defined on
the set of real numbers.

Class Ex. #1 Consider the inequality 4 - 2(3 + x) > 12.

a) Solve the inequality algebraically .

b ) Check the solution using a test case.

c) Graph the solution on a number line.

 58 Linear and Nonlinear Systems Lesson #9: Graphing Linear Inequalities in Two Variables

Linear Inequalities in Two Variables

The following are examples of linear inequalities in two variables :

2x - 3y ≥ 6 4p + 3q < 10 etc.

The solution region to a linear inequality in two variables can be represented on a coordinate
plane using a boundary line.

The boundary line will be solid or broken according to the following rule.
- a solid line is used to represent ≥ or £
- a broken or dashed line is used to represent > or <

Graphing a Linear Inequality Without Using a Graphing Calculator

Use the following procedure to graph the solution region of a two variable linear inequality
without using a TI-83 Plus graphing calculator.

1. On a coordinate plane, graph the corresponding linear equation using a table of values
or intercepts. Draw the line solid or broken according to the rule above.

2. The line divides the coordinate plane into two regions, called half planes. The solution
region will be on one side of the line. To determine which side, choose the coordinates
of a point not on the line, called a test point, and determine if the coordinates of the
point satisfy the inequality. If the inequality is satisfied, then the solution is the region
from which the point was chosen. If not, then the solution region is the other region.

3. Shade the appropriate region.

Class Ex. #2 Graph the following inequality without using a graphing calculator. y
5
3
y< x + 3
4
x
–5 5

–5

Note 1. If the boundary line is given in the form y = mx + b then

• The region above the line represents y > mx + b
• The region below the line represents y < mx + b

2. If the boundary line does not pass through the origin, the simplest test point to
choose is ( 0, 0).
 Linear and Nonlinear Systems Lesson #9: Graphing Linear Inequalities in Two Variables 59

Class Ex. #3 Graph the inequality 2x - 3y ≥ 12 without using y

a graphing calculator. 5

x
–5 5

–5

Class Ex. #4 The diagram shows the solution region to an inequality. y

The boundary line has intercepts at (–2, 0) and (0, 4).
5
a) Determine the equation of the boundary line.

x
–5 5

–5

b ) Determine the inequality.

Complete Assignment Questions #1 - #9

 60 Linear and Nonlinear Systems Lesson #9: Graphing Linear Inequalities in Two Variables

Graphing a Linear Inequality Using a Graphing Calculator

Use the following procedure to graph the solution region to a two variable linear inequality
using a TI-83 Plus graphing calculator.

1. If necessary, rearrange the inequality by isolating y to the left side so that the equation of
the boundary line is in the form y = mx + b.

2. Input the boundary line equation into Y1.

3. To the left of Y1 select the shading which corresponds to the inequality symbol by
pressing the Enter key continuously until the desired symbol appears.
Use the following inequality symbols:

• For y ≥ 2x + 1 or y > 2x + 1 use Y1 = 2X +1

• For y £ 2x + 1 or y < 2x + 1 use Y1 = 2X +1

4. Press the Graph key.

Note The graphing calculator does not distinguish between < or £ and > or ≥ , i.e. broken or solid
lines. When sketching a graph from the graphing calculator window, use the appropriate type
of line.

Class Ex. #5 Graph the following inequalities using a graphing calculator.

Sketch the result on the grid provided.

a) y + x £ 3 b ) –2y - x > 5

y y
5 5

x x
–5 5 –5 5

–5 –5

Complete Assignment Questions #10 - #14

 Linear and Nonlinear Systems Lesson #9: Graphing Linear Inequalities in Two Variables 61

Assignment
1. Consider the inequality 5x - 3 ≥ 33 - x .

a) Solve algebraically

b ) Check the solution using a test case.

c) Graph the solution on a number line.

p + 4 3p - 9 1
2. Consider the inequality - <
4 7 2

a) Solve algebraically

b ) Check the solution using a test case.

c) Graph the solution on a number line.

62 Linear and Nonlinear Systems Lesson #9: Graphing Linear Inequalities in Two Variables

3. In each case, graph the inequality without using a graphing calculator.

x
a) y ≥ 3x + 2 b) y < 5 - x c) y >
2
y y y
5 5 5

x x x
-5 5 -5 5 -5 5

-5 -5 -5

4. Graph the following inequalities manually.

2
a) 4x + 3y £ 12 b ) 3p - 5q ≥ 30 c) x < y
3
y q y
5 10 5

x p x
-5 5 -10 10 -5 5

-5 -10 -5
 Linear and Nonlinear Systems Lesson #9: Graphing Linear Inequalities in Two Variables 63

5. The graph shows the solution to the inequality y

5x - 2y < 10. 5
a) Explain why the boundary line is a broken line.

x
–5 5

b ) Explain why the solution region is above the line and

not below the line. –5

6. Sketch the half-plane represented by the following inequalities:

a) y > –2 b) x < 2 c) x ≥ 0 d) y + 3 £ 0
y y y y
5 5 5 5

x x x x
–5 5 –5 5 –5 5 –5 5

–5 –5 –5 –5

7. In each case, the equation of the boundary line is given. Determine the inequality which the
graph represents.

a) b) c)
y y y
5 5 5
3x – 4y + 12 = 0
y=3

x x x
–5 5 –5 5 –5 5
x+ y=4

–5 –5 –5
64 Linear and Nonlinear Systems Lesson #9: Graphing Linear Inequalities in Two Variables

8. Determine the following inequalities using the information given.

a) y
5

x
–5 3 5
–2

–5

The boundary line has an x-intercept of 3

and a y-intercept of –2.

b) y
(–2, 6)
5

x
–5 5

–5

The boundary line passes through the

origin and the point (–2, 6).

9. Sketch the region represented by the following inequalities:

a) 1 £ y £ 4 b ) -3 < x < 2

y y
5 5

x x
–5 5 –5 5

–5 –5
 Linear and Nonlinear Systems Lesson #9: Graphing Linear Inequalities in Two Variables 65

10. Graph the following inequalities using a graphing calculator.

Sketch the result on the grid provided.

1
a) y ≥ x+1 b ) 3x - y > 6
2
y y
5 5

x x
–5 5 –5 5

–5 –5

c) 2x + 5y £ 10 d ) 4x - y + 6 < 0
y y
5 5

x x
–5 5 –5 5

–5 –5

Multiple 11. The point which is not in the solution region of the inequality 4x - 3y £ 6 is
Choice
A. (0, 0)
B. (–1, 2)
C. (1, –2)
D. (3, 2)

12. The graph shows the solution region to the inequality y

5
A. x + 2y ≥ – 4

B. x + 2y £ – 4
(– 4, 0)
x
C. 2x + y ≥ –2 –5 5
(0, –2)
D. 2x + y £ –2
–5
66 Linear and Nonlinear Systems Lesson #9: Graphing Linear Inequalities in Two Variables

The following questions are extension questions

13. Show the solution region to the following system of y

linear inequalities. x+y≥6 5
2x - y < 4

x
–5 5

–5

14. Janine is making two kinds of clothing. Sweaters need 500g of wool and take 6 hours to
make. Vests need 400g of wool and take 9 hours to make. She has 2 kg of wool and 36
hours of time available.

a) Suppose she makes x sweaters and y vests. Write down a system of four inequalities
which represent the information. Give the inequalities in simplest form.

b ) Graph the system of inequalities.

y
c) State all possible combinations of 10
the number of sweaters and the
number of vests which she could
make.

x
5 10
 Linear and Nonlinear Systems Lesson #9: Graphing Linear Inequalities in Two Variables 67

d ) If sweaters sell for $36 and vests for $30, how many of each should she make to
maximize the value of the items she sells?

Answer Key
1 . a) x ≥ 6 c)
4 5 6 7 8 9
2 . a) p > 10 c)
8 9 10 11 12 13
3 . a) b) c)

4 . a) b) c)

5 . a) The inequality does not contain “ equal to “, so the line is broken not solid
b ) Testing the point (0, 0) shows that this point is in the solution region, so the solution region
is above the line.

6 . a) b) c) d)
68 Linear and Nonlinear Systems Lesson #9: Graphing Linear Inequalities in Two Variables

2
7 . a) x + y ≥ 4 b ) 3x - 4y + 12 > 0 c) y £ 3 8 . a) y < 3x -2 b ) y > –3x

9 . a) b)

1 0 . a) b) c) d)

11. C 12. B

13.

1 4 . a) x ≥ 0, y ≥ 0, 5x + 4y £ 20, 2x + 3y £ 12
b)

c)
# sweaters # vests
0 0
0 1
0 2
0 3
1 0
1 1
1 2
1 3
2 0
2 1
2 2
3 0
3 1 d) Three sweaters and one vest sell for $138.00
 Functions Lesson #1:
Review of Functions, Domain, and Range
Warm-Up Review

Complete the following statements:

a) Relation - A connection between two quantities which can be represented graphically

by a set of __________ __________ .

b ) Domain - The set of all the _________ components of the ordered pairs of a relation.

c) Range - The set of all the _________ components of the ordered pairs of a relation.

Class Ex. #1 State the domain and range of each of the following.

a) {(3, 0), (–1, 2), (5, 4)} b) y = 3x + 4, x Œ ¬ c) A telephone book

d) e)
y y
5 5

x x
–5 5 –5 5

–5 –5

f) g)
y y
5 5

x x
–5 5 –5 5

–5 –5
 70 Functions Lesson #1: Review of Functions, Domain, and Range

Function

A function, or mapping, from a set A to a set B is a rule that relates each element in set A to
one and only one element in set B.
The set of elements in set A is called the domain.
The set of images in set B is called the range.

A function can be represented in different ways:

• in words
• by an equation
• by a graph
• by an arrow or mapping diagram
• by a table of values, or a set of ordered pairs in which no two ordered pairs have the
same first component.

Class Ex. #2 State whether or not the following statement is true or false

“All functions are relations, but not all relations are functions”

Class Ex. #3 What visual test is commonly used to find out if a graph represents a function or not?

Class Ex. #4 Determine whether or not the following are functions. Justify your answer.

a) {(3, 0), (-1, 4), (5, 4)} b ) {(3, 0), (5, 4), (3, 2)}

c) d) e)
y y y
5 5 5

x x x
–5 5 –5 5 –5 5

–5 –5 –5

f) “is a factor of” g) “is the square of”

2 4 4 2
3 –2
5 15 9 3
–3
 Functions Lesson #1: Review of Functions, Domain, and Range 71

Function Notation

Consider the equation y = 3x + 2.

There is a free choice for the value of x, but the value of y depends on the value of x.

Because of this free choice; x is called the independent variable, and,

y is called the dependent variable.

Note When graphing a function, the horizontal axis corresponds to the independent variable and
the vertical axis corresponds to the dependent variable.

In function notation the equation y = 3x + 2 takes the form f(x) = 3x + 2.

The symbol f(x) is read as “f at x” or “f of x” and represents the value of the function for
a value of x. The set of all possible values for f(x) represents the range of the function.
The set of all possible number(s) which could be replaced or substituted for x represents
the domain of the function.

Note In function notation;

• f(x) does not mean f times x,
• the “name” of the function is f .

Class Ex. #5 Evaluate;

a) y in the equation y = 3x + 2 when x = 5. b ) f(5) where f(x) = 3x + 2

Class Ex. #6
Consider the function f(x) = 3x 2 - 5. Determine:
a) f(2) b ) f ÊË 5 ˆ¯ c) f(a) d ) f(x - 2)

Class Ex. #7 The graph of a function is shown. The points shown y

have integer coordinates. 5
a) Complete:
i ) f(1) = ii) f(0) = iii) f(3) =

b ) Write i), ii), iii) as ordered pairs. x

–5 5

–5
Complete Assignment Questions #1 - #11
72 Functions Lesson #1: Review of Functions, Domain, and Range

Assignment
1. Fill in the following blanks. Each statement refers to the function defined
by y = f(x) and its graph.

a) f is the ___________ of the function.

b ) x is the _____________ variable. c) y is the _____________ variable.

c) The vertical axis is used to represent the _____________ variable.

d ) The horizontal axis is used to represent the _____________ variable.

2. If f(x) = 3x - 2 determine:
Ê 1ˆ
a) f(3) b ) f ÁËÁ – ˜˜¯ c) f(3x - 2)
2

3. If g(x) = 5 - 2x 2 determine:

a) g(–3) b ) gÊË 6 ˆ¯ c) g(2x + 7)

4. If f(x) = x - 5 and g(x) = x 2 - 3 determine:

a) g(–2) - f(3) b ) f( x 2 - 2) - g(x - 5) c) f(g(x))

 Functions Lesson #1: Review of Functions, Domain, and Range 73

5. For each of the following relations:

i ) state the domain and range (all the answers contain integer values)
ii) determine whether the relation is a function or not.

y y y
a) 5 b) 5 c) 20

x x x
–5 5 –5 5 –20 20

–5 –5 –20

y y y
d) e) f)
10 5 5

x x x
–10 10 –5 5 –5 5

–10 –5 –5

y y
g) h) i) y
10 5
20

x x x
–10 10 –5 5
–20 20

–10 –5
–20
 74 Functions Lesson #1: Review of Functions, Domain, and Range

6. Complete the table for each of the following graphs. Answer to the nearest whole number,
if necessary.
a) f(x) b) g(x)
10 10

x x
–10 10 –20 20

–10 –10

f(x) Ordered g(x) Ordered

Pair Pair
f(–12) = g(–24) =
f(0) = g(0) =
f(6) = g(8) =

f(12) = g(20) =

Multiple 7. The graph that represents a function is

Choice
A. B. C. D.

8. The domain and range, respectively, for the function, y = Ω2xΩ - 5 are
A. {xΩx Œ ¬}, {yΩy £ –5, y Œ ¬ }
B. {xΩx £ –5, x Œ ¬}, {yΩy Œ ¬ }
C. {xΩx £ 5, x Œ ¬}, {yΩy Œ ¬ }
D. {xΩx Œ ¬}, {yΩy ≥ –5, y Œ ¬ }
 Functions Lesson #1: Review of Functions, Domain, and Range 75

Questions 9 and 10 are based on the following information.

f(x) = 5 - 3x and h(x) = x 2 - 2

9. The value of h(–2) + f(–3) is

A. 8

B. 12

C. 16

D. 18

10. The value of f(x 2 + 1) - h(x + 4) is

A. –4x 2 + 8x + 16

B. 4x 2 + 8x + 12

C. –4x 2 - 8x - 6

D. –4x 2 - 8x - 12

Numerical Ê 3ˆ
Response 11. If g(x) = 4x 2 + 2, then gÁÁË – ˜˜¯ , to the nearest whole number, is _____ .
2
(Record your answer in the numerical response box from left to right)
76 Functions Lesson #1: Review of Functions, Domain, and Range

Answer Key

1 . a) name b ) independent c ) dependent d) dependent e ) independent

–7
2 . a) 7 b) 2 c ) 9x - 8 3 . a) –13 b ) –7 c ) –8x2 - 56x - 93

4 . a) 3 b ) 10x - 29 c ) x2 - 8

5 . a) D = {–2, –1, 0, 2} b ) D = {xΩx Œ ¬} c ) D = {xΩx ≥ –8, x Œ ¬}

R = {0, 1, 2} R = {yΩy Œ ¬} R = {yΩy ≥ 4, y Œ ¬}
function function function

d) D = {xΩx ≥ –10, x Œ ¬} e ) D = {xΩx Œ ¬} f) D = {xΩ–5 £ x £ 5, x Œ ¬}

R = {yΩy Œ ¬} R = {yΩy £ 4, y Œ ¬} R = {yΩ–4 £ y £ 4, y Œ ¬}
not a function function not a function

g ) D = {xΩ–6 < x < 6, x Œ ¬} h ) D = {xΩx £ 5, x Œ ¬} i ) D = {xΩ–20 £ x £ 16, x Œ ¬}

R = {yΩ0 < y £ 4, y Œ ¬} R = {yΩy £ 4, y Œ ¬} R = {yΩ–12 £ y £ 24, y Œ ¬}
function not a function function

6 . a) b)
f(x) Ordered g(x) Ordered
Pair Pair
f(–12) = –8 (–12, –8) g(–24) = 2 (–24, 2)
f(0) = 4 (0, 4) g(0) = 0 (0, 0)
f(6) = 0 (6, 0) g(8) = 8 (8, 8)
f(12) = –6 (12, –6) g(20) = 4 (20, 4)

7. D 8. D 9. C 10. D 11. 1 1
 Functions Lesson #2:
Operations with Functions
Operations with Functions

The following properties apply to functions f and g, provided that x is in the domain of f and g.

The sum of f and g Æ (f + g)(x) = f(x) + g(x)

The difference of f and g Æ (f - g)(x) = f(x) - g(x)

The product of f and g Æ (fg)(x) = f(x)g(x)

Æ ÊÁ f ˆ˜ (x) = f(x) , g(x) π 0

The quotient of f and g
Ë g¯ g(x)

Warm-Up #1

Consider the functions f(x) = 2x - 6 and g(x) = x - 3, x Œ ¬.

a) Find f(x) + g(x)

b ) Complete the following statement.

f(x) + g(x) is a __________ of two functions f and g,

and can be rewritten as (f + g)(x) = __________

Warm-Up #2

Consider the functions f(x) = 2x - 6 and g(x) = x - 3, x Œ ¬.

a) Find f(x) - g(x)

b ) Complete the following statement.

f(x) - g(x) is a __________ of two functions f and g,

and can be rewritten as __________ = __________

 78 Functions Lesson #2: Operations with Functions

Warm-Up #3
Consider the functions f(x) = 2x - 6 and g(x) = x - 3, x Œ ¬.
a) Find f(x).g(x).

b ) Complete the following statement.

f(x).g(x) is a __________ of two functions f and g,
and can be rewritten as _________ = __________

Warm-Up #4
Consider the functions f(x) = 2x - 6 and g(x) = x - 3.
f(x)
a) Find and state any restrictions
g(x)

b ) Complete the following statements.

f(x)
• is a __________ of two functions f and g,
g(x)
and can be rewritten as __________ = __________
f(x)
• The restriction(s) of is where __________
g(x)

Class Ex. #1 Consider the functions f(x) = 3 x - 2 and g(x) = x - 5.

Write an expression in simplest form for each of the following functions.

a) (f - g)(x) b ) (fg)(x)
 Functions Lesson #2: Operations with Functions 79

Class Ex. #2
Consider the functions f(x) =2x 2 - 7x - 15 and g(x) = x - 5.
a) State the domain of f and g.

Êfˆ
b ) Write an expression in simplest form for ÁÁË ˜˜¯ (x). State the domain.
g

Êfˆ Êfˆ
c) Explain two different ways to evaluate ÁÁË ˜˜¯ (4). Calculate ÁËÁ ˜˜¯ (4)
g g

Class Ex. #3 2x x
Consider the functions f(x) = and g(x) = .
x-1 x-3
a) State the domain of f and g.

b ) Evaluate 3(fg)(2).

c) Write an expression in simplest form for (f + g)(x). State any restrictions on x.

Êfˆ
d ) Write an expression in simplest form for ÁÁË ˜˜¯ (x). State any restrictions on x.
g
 80 Functions Lesson #2: Operations with Functions

Class Ex. #4 A multi-media production company produces compact discs which costs $3.00 per unit. The
fixed costs, which includes the graphics, are $10 000 irrespective of the number of compact
discs produced. Each compact disc retails for $15.00.

If x is the number of units produced, answer the following in terms of x.

a) Write the total cost as a function of the number of units produced.

b ) Write the revenue as a function of the number of units produced.

c) Write the company’s profit as a function of the number of units produced.

Complete Assignment Questions #1 - #10

Assignment
1. Given f(x) = 5x - 10 and g(x) = x - 2, determine the following functions in simplest form
and state any restrictions on x.

a) (f + g)(x) b ) (f - g)(x)

Êfˆ
c) (fg)(x) d ) ÁÁË ˜¯˜ (x)
g
 Functions Lesson #2: Operations with Functions 81

2. Given f(x) = x 2 - 9 and g(x) = x + 3, determine the following functions in simplest form
and state the restrictions on the variable.

a) (f + g)(x) b ) (f - g)(x)

Êfˆ
c) (fg)(x) d ) ÁÁË ˜¯˜ (x)
g

x 2x
3. Given f(x) = and g(x) = , determine the following functions in simplest form
x-3 x+1
and state any restrictions on x.

a) (f + g)(x) b ) (f - g)(x)

Êfˆ
c) (fg)(x) d ) ÁÁË ˜¯˜ (x)
g
82 Functions Lesson #2: Operations with Functions

4. Given f(x) = 2 x - 5 and g(x) = x - 5, determine the following functions in simplest

form and state any restrictions on x.

a) (f + g)(x) b ) (f - g)(x)

Êfˆ
c) (fg)(x) d ) ÁÁË ˜¯˜ (x)
g

3x x-1
5. Given f(x) = and g(x) = , determine the following functions in simplest form.
x+7 x
State the domain in each case.

a) (f + g)(x) b ) (f - g)(x)

Êfˆ
c) (fg)(x) d ) ÁÁË ˜¯˜ (x)
g
 Functions Lesson #2: Operations with Functions 83

6. Given f(x) = x + 1 and g(x) = x 2 - 1, determine the following functions in simplest form
and state any restrictions on x.

a) 3(f - g)(x)

b ) (ff)(x) - g(x)

Êgˆ
c) ÁÁË ˜¯˜ (x)
f

7. The figure shown has an area A(x) = 2x 2 + 8x - 3 cm 2.

a) Write an expression for the area, B(x) of the bottom rectangular
part of the figure. x–1
2x
b ) Find an expression in simplest form for the area, T(x), of the top part of the figure.

c) If the area of the top is 9 cm2, determine the value of x.

Multiple x-4 x-3

Choice 8. Consider the functions f(x) = x + 2 and g(x) = x - 1 . Which of the following are
Êfˆ
restrictions for ÁÁ ˜˜ (x)?
Ëg¯

A. –2 and 1 only
B. –2, 1, and 3 only
C. –2, 1, and 4 only
D. –2, 1, 3, and 4
 84 Functions Lesson #2: Operations with Functions

Numerical 2 x-4
Response 9. If f(x) = 2x and g(x) = 2x determine the values of:
Êfˆ
1. (fg)(3) 2. (f - g)(4) 3. ÁÁ ˜˜ (2) 4. (f + g)(1)
Ëg¯

Rearrange the four answers in increasing order. Write the question number corresponding
to the smallest answer in the first box, the question number corresponding to the second
smallest answer in the second box, etc.

(Record your answer in the numerical response box from left to right)

10. If f(x) = 3x - 2 and g(x) = 5 3x , then 2(g - f)(3), to the nearest tenth, is _____ .

(Record your answer in the numerical response box from left to right)

Answer Key
1 . a) 6x - 12 or 6(x - 2) b ) 4x - 8 or 4(x - 2)
c ) 5x 2 - 20x + 20 or 5(x - 2)2 d) 5 with restriction x π 2

2 . a) x 2 + x - 6 or (x + 3)(x - 2) b ) x 2 - x - 12 or (x + 3)(x - 4)
c ) x 3 + 3x 2 - 9x - 27 or (x - 3)(x + 3)2 d) x - 3 with restriction x π –3

3x 2 - 5x x(3x - 5) –x 2 + 7x x(7 - x)
3 . a) or , x π –1, 3 b) or , x π –1, 3
(x - 3)(x + 1) (x - 3)(x + 1) (x - 3)(x + 1) (x - 3)(x + 1)
2x 2 x+1
c) , x π –1, 3 d) , x π –1, 0, 3
(x - 3)(x + 1) 2(x - 3)
2 x -5
4 . a) 3 x - 10, x ≥ 0 b ) x,x ≥ 0 c ) 2x - 15 x + 25, x ≥ 0 d) , x ≥ 0, x π 25
x -5
4x 2 + 6x - 7 2x 2 - 6x + 7 3(x - 1) 3x 2
5 . a) b) c) d)
x(x + 7) x(x + 7) x+7 (x + 7)(x - 1)

Domain for a), b), c) {xΩx π - 7, 0, x Œ ¬} Domain for d) {xΩx π - 7, 0, 1, x Œ ¬}

6 . a) 6 + 3x - 3x 2 or 3(2 - x)(1 + x) b ) 2x + 2 or (2(x + 1) c ) x - 1 with restriction x π –1

6
7 . a) 2x 2 - 2x cm 2 b ) 10x - 3 cm 2 c) 5

8. B 9. 3 1 4 2 10. 2 8 . 0
 Functions Lesson #3:
Composition of Functions
Warm-Up #1
When a pebble is dropped in a pool of water, ripples in the shape of circles form on the
surface of the water. The radius of the outer ripple is given by the formula r = 0.3t, where r is
the radius in metres and t is the time in seconds after the pebble hits the water.
If the area of the circle is A = pr 2, combine this formula with the radius formula for the outer
ripple to write a formula for the area of the circular ripple after t seconds.

Warm-Up #2 The Composition of Two Functions

The 2000 Dodge Durango 5.9l sports utility vehicle (SUV) has a city driving gasoline
mileage rating of approximately 0.2 litres per km. The cost of gasoline is $0.75 per litre.
a) The volume, l, litres, of fuel used can be written as a function of the distance, d km,
travelled. Complete the following for l in terms of d.
l = f(d) = ______________

b ) The cost, C dollars, of gasoline used can be written as a function of l. Complete the
following for C in terms of l.
C = g(l) = ______________

c) We can find the cost of gasoline in terms of the distance travelled by combining these two
functions. If we substitute the formula for the first function into the formula for the
second function we can write C as a function of d. Complete:
C = h(d) =

When two functions are combined in this manner, we say that the new function is
a composition of the other two functions.

Warm-Up #3 The Composition of Two Functions

Consider the function given by h(x) = 2x + 3. This function can be thought of as being
composed of two functions - the “multiply by 2” function denoted by f and
the “add 3” function denoted by g.
The composite function h, says first multiply by 2 and then add 3. An arrow diagram can be
used to help explain this.
f g The function f applied to x
x multiply by 2 2x add 3 2x + 3
maps to 2x.
The function g applied to
0 0 3 2x maps to 2x + 3.
1 2 5 Complete the following:
2 4 7 f(x) = _________
g(2x) = _________
so g(x) = _________
h
 86 Functions Lesson #3: Composition of Functions

The function h(x) = 2x + 3 is a composition of two functions f(x) = 2x and g(x) = x + 3.

The composite function h(x) can be written in the form:

h(x) = g(f(x)) read as “g of f of x”

or
h(x) = (g o f)(x).

Note • When h(x) is written as g(f(x)), note that function f is applied first.
• h is often referred to as “a function of a function”.
• Class Ex. #1 and Warm-Up #4 are beyond the scope of the grade 11 curriculum, but will
benefit students who plan to study calculus (the chain rule) in future years.
• Students who are not covering this work, should proceed to page 87 and omit
assignment questions #1 - #3

Class Ex. #1 A composite function h(x) is given. Complete the diagram and write h(x) as a composition
of two functions f and g where h(x) = g(f(x)).
f g
2
a) h(x) = x - 2
x

f(x) = __________ g( ___ ) = __________ g(x) = __________

f g
3
b ) h(x) = (x + 4)
x

f(x) = __________ g( ___ ) = __________ g(x) = __________

Warm-Up #4 Developing a Method for the Composition of Two Functions

Consider two functions f(x) = 3x and g(x) = x - 5.

a) Complete the diagram to determine a formula for the composite function h(x) = g(f(x)).
f g

x multiply by 3 subtract 5

h(x) = g(f(x)) = g( ________ ) = _____________

b ) Use a similar technique to determine a formula for the composite function k(x) = f(g(x))

Complete Assignment Questions #1 - #3

 Functions Lesson #3: Composition of Functions 87

Composition of Functions

Consider the composite function g(f(x)) = (g o f)(x) where f(x) and g(x) are given.

Use the following procedure to determine g(f(x)).

Replace f(x) Apply the Write the

Start with g(f(x)). with the answer in
formula for g.
formula for f. simplest form.

Class Ex. #2 Given f(x) = 10x + 1 and g(x) = 2x - 5, complete the work below to determine (g o f)(x).

STEPS WORK

Step 1: Start with g(f(x)) Step 1: g(f(x))

Step 2: Replace f(x) with the formula for f. Step 2:

Step 3: Apply the formula for g. Step 3:

Step 4: Write the answer in simplest form. Step 4:

Class Ex. #3
If f(x) = 2x 2 - 1 and g(x) = 3x - 4, find

a) (g o f)(x) b ) (g o g)(x)
 88 Functions Lesson #3: Composition of Functions

Domain and Range of a Composite Function

Consider the functions f(x) = x 2 - 3 and g(x) = x - 1 .
Class Ex. #4
a) Without finding a formula for (f o g)(x) or (g o f)(x) evaluate:
i ) (f o g)(2) ii) (f o g)(0) iii) (g o f)(2) iv) (g o f)(0)

b ) State the domains of f and g. c) State the ranges of f and g.

In order to determine the domain and range of f o g and g o f Aaron found expressions
for (f o g)(x) and (g o f)(x) and used his graphing calculator to sketch the graphs of the
composite functions. He obtained the following graphs.
y y
5 5
(f o g)(x)

x x
-5 5 -5 5
(g o f)(x)
-5 -5

He concluded that
domain of f o g = {xΩx Œ ¬} domain of g o f = {xΩx £ - 2 or x ≥ 2, x Œ ¬}
range of f o g = {yΩy Œ ¬} range of g o f ={yΩy ≥ 1, y Œ ¬}

d ) There are errors in Aaron’s thinking. Find expressions for (f o g)(x) and (g o f)(x)
and using the results from a) and b) complete the following:
i ) graph of (f o g)(x) ii) graph of(g o f)(x)
y y
5 5

x x
-5 5 -5 5

-5 -5

domain of f o g = domain of g o f =

range of f o g = range of g o f =

• When we calculate an expression for a composite function there may be restrictions on

Note domain and range.
• In most cases the domain and range of a composite function will be different from the
domain and range of the original functions.
• The domain of a composite function f o g cannot be more than the domain of g.
The range of a composite function f o g cannot be more than the range of f.

Complete Assignment Questions #4 - #16

 Functions Lesson #3: Composition of Functions 89

Assignment Questions #1 - #3 are optional, depending on earlier work

in this lesson.

1. A composite function h(x) is given. Use the methods of Class Ex. #1 to complete the
diagram and write h(x) as a composition of two functions f and g where h(x) = g(f(x)).

f g
2
a) h(x) = (x - 5)
x

f(x) = __________ g( ___ ) = __________ g(x) = __________

f g
3
b ) h(x) = x + 6
x

f(x) = __________ g( ___ ) = __________ g(x) = __________

f g
c) h(x) = (x - 4)
x

f(x) = __________ g( ___ ) = __________ g(x) = __________

f g
d ) h(x) = x -4
x

f(x) = __________ g( ___ ) = __________ g(x) = __________

f g
1
e) h(x) = x
x+3

f(x) = __________ g( ___ ) = __________ g(x) = __________

2. Consider two functions f(x) = x + 2 and g(x) = x 2.

a) Complete the diagram to determine a formula for the composite function h(x) = g(f(x)).
f g

h(x) = g(f(x)) = g( ________ ) = _____________

b ) Use a similar technique to determine a formula for the composite function k(x) = f(g(x)).
90 Functions Lesson #3: Composition of Functions

3. Consider two functions f(x) = x and g(x) = 4x.

a) Complete the diagram to determine a formula for the composite function h(x) = g(f(x)).
f g

h(x) = g(f(x)) = g( ________ ) = _____________

b ) Use a similar technique to determine a formula for the composite function k(x) = f(g(x)).

4. For each pair of functions, write a formula for (f o g)(x).

a) f(x) = 2x + 1, g(x) = 5x b ) f(x) = 5x - 2, g(x) = x 3 c) f(x) = 2x, g(x) = x + 4

5. For each pair of functions, write a formula for (g o f)(x).

a) f(x) = 2 - x, g(x) = Ωx + 2Ω b ) f(x) = 2x + 1, g(x) = x 4 c) f(x) = 3x, g(x) = x - 1

 Functions Lesson #3: Composition of Functions 91

3
6. Consider the functions f(x) = and g(x) = x - 2.
x+2

–2x - 1
a) Show that (g o f)(x) = .
x+2

b ) For each of the functions f, g, and g o f, state;

i ) the domain ii) range

7. Consider the functions f(x) = x - 3 and g(x) = x 2 + 2

a) Find expressions for (f o g)(x) and (g o f)(x).

b ) Determine the domains of f, g, f o g, and g o f

c) Determine the ranges of f, g, f o g, and g o f

92 Functions Lesson #3: Composition of Functions

8. Find (f o g)(x), (g o f)(x), and (f o f)(x) for the following. State any domain restrictions.

1
a) f(x) = –2x, g(x) = x 2 - 3 b ) f(x) = , g(x) = x 2 c) f(x) = 3x, g(x) = x-2
3-x

9. If f(x) = 2x + 3 and g(x) = 5 - 2x, find the value of:

a) f(g(5)) b ) g(f(–3)) c) (f o g)(0) d ) –2(g o f)(0)

10. If f(x) = 2 x and g(x) = 2 + 2x, find the value of:

Ê 1 ˆ
a) f(g(7)) b ) gÁËÁ fÊË ˆ¯ ˜˜¯ c) (f o g)(5) d) 3(g o f)(5)
Á4˜
 Functions Lesson #3: Composition of Functions 93

11. If f(x) = x + 4 and g(x) = x - 1, find the value(s) of x for which;

a) f(g(x)) = 50 b ) (fg)(x) = 50

Multiple 12. Given f(x) = 4 - x and g(x) = 3 5x then (f o g)(5) is equal to

Choice
A. –71
B. –11
C. –1
D. 35

1
13. Given f(x) = and g(x) = 6x - 1 then (g o f)(–2) is equal to
x+5
A. 1
16
B.
3
1
C. –
8
D. –3

14. Given that p(x) = 2x + 1 and q(x) = x 2 - 1, then p(q(x)) equals

A. 2x 2 + 1
B. 2x 2 - 1
C. 4x 2
D. 4x 2 + 4x

Numerical 15. The functions f, g, and h are given by f(x) = x 2 - 1, g(x) = 3x + 2, and h(x) = Ωx + 2Ω.
Response The value of (f o g o h)(–8), to the nearest whole number, is _____ .
(Record your answer in the numerical response box from left to right)
94 Functions Lesson #3: Composition of Functions

1 1
16. The functions f and g are given by f(x) = , and g(x) = .
x x+1
Ê1ˆ
If (f o f)(x) = (g o g) ÁÁË ˜˜¯ , then the value of x, to the nearest tenth, is _____ .
2
(Record your answer in the numerical response box from left to right)

Answer Key

1 . a) f(x) = x - 5, g(x) = x2 b ) f(x) = x3, g(x) = x + 6 c ) f(x) = x - 4, g(x) = x

1
d) f(x) = x , g(x) = x - 4 e ) f(x) = x + 3, g(x) =
x
2 . a) h(x) = (x + 2)2 b ) k(x) = x2 + 2

3 . a) h(x) = 4 x b ) k(x) = 2 x

4 . a) (f o g)(x) = 10x + 1 b ) (f o g)(x) = 5x3 - 2 c ) (f o g)(x) = 2x + 4

5 . a) (g o f)(x) = Ω4 - xΩ b ) (g o f)(x) = (2x + 1)4 c ) (g o f)(x) = 3x - 1

6 . b ) Domain: f: {xΩx π –2, x Œ ¬} g: {xΩx Œ ¬} g o f: {xΩx π –2, x Œ ¬}

Range: f: {yΩy π 0, y Œ ¬} g: {yΩy Œ ¬} g o f: {yΩy π –2, y Œ ¬}

7 . a) (f o g)(x) = x2 - 1 , x £ –1 or x ≥ 1, (g o f)(x) = x - 1, x ≥ 3
b ) Domain: f: {xΩx ≥ 3, x Œ ¬} g: {xΩx Œ ¬}
f o g: {xΩx £ –1 or x ≥ 1, x Œ ¬} g o f: {xΩx ≥ 3, x Œ ¬}

c ) Range: f: {yΩy ≥ 0, y Œ ¬} g: {yΩy ≥ 2, y Œ ¬}

f o g: {yΩy ≥ 0, y Œ ¬} g o f: {yΩy ≥ 2, y Œ ¬}

8 . a) (f o g)(x) = –2x2 + 6 (g o f)(x) = 4x2 - 3 (f o f)(x) = 4x

b ) (f o g)(x) = 3 -1 x 2 , x π ± (g o f)(x) = (3 -1 x)2 , x π 3 (f o f)(x) = 83--3x
x 8
3 ,xπ 3, 3
2
c ) (f o g)(x) = 3 x - 2, x ≥ 2 (g o f)(x) = 3x - 2 , x ≥ 3 (f o f)(x) = 9x

9 . a) –7 b ) 11 c ) 13 d) 2

1 0 . a) 8 b) 4 c) 4 3 d) 6 + 12 5

1 1 . a) x = 47 b ) x = –9, 6

12. B 13. A 14. B 15. 3 9 9 16. 0 . 6

 Functions Lesson #4:
The Inverse of a Function - Part One
Inverse of a Function

A function is a relation in which each element of a set A ( the domain) is mapped to one and
only one element of a set B (the range).
A “is half of” B A “is the square B
eg. i) ii) root of”
1 2 –2 4
2 4 or 2
3 6 –3 9
4 8 3

The inverse of a function is a relation which “undoes” what the function does. In other
words, the elements in set B are mapped back to elements in set A.
B “is double of” A B “is the A
i) ii) square of”
2 1 4 –2
4 2 or 2
6 3 9 –3
8 4 3

Referring to the cases above, complete the following by choosing the correct answer.

In case (i) the inverse ( is / is not ) a function.

In case (ii) the inverse ( is / is not ) a function.

Note • The domain of the inverse is the range of the original function.
• The range of the inverse is the domain of the original function.
• The inverse of a function may or may not be a function.

Class Ex. #1 Consider the “operation” of putting on your socks and then putting on your shoes.
What would be the “inverse operation”?

Finding the Inverse of a Function Defined in Words

Class Ex. #2 Complete the table to describe the inverse of the function:

FUNCTION INVERSE Is the inverse a function?

multiply by 2 ____________________ _____
square ____________________ _____
take the reciprocal ____________________ _____
divide by 3, then add 1 ____________________ _____
 96 Functions Lesson #4: The Inverse of a Function - Part One

Finding the Inverse of a Function Defined by Ordered Pairs

Consider the arrow diagram on the previous page. A “is half of” B

The function which maps from A to B can be described by the 1 2

following set of ordered pairs: 2 4
3 6
{(1, 2), (
4 8

B “is double of” A

The inverse function which maps from B to A can be described by
the following set of ordered pairs 2 1
4 2
{( 2, 1), 6 3
8 4

Notice that the ordered pairs for the inverse can be obtained by interchanging the first and
second coordinates of the ordered pairs of the original function.
This reinforces the rule that the domain of the inverse function is the range of the original
function and the range of the inverse function is the domain of the original function.

Class Ex. #3 Consider the function defined by the following set of ordered pairs.

{(–4,–2), (–2,–1), (–1, 0), (0,1), (2,4), (3,8)}

a) Describe the inverse of the function by a set of ordered pairs.

b ) Graph the original function and the y

inverse.

5
c) Draw a line which acts as a “mirror”
between the original function and its
inverse. x
–5 5

d ) State the equation of the mirror line.

–5
 Functions Lesson #4: The Inverse of a Function - Part One 97

Finding the Inverse of a Function Defined by a Graph

To determine the inverse of a function defined by a graph, reflect the graph of the function in
the line y = x.

Alternatively, select the coordinates of some key points, interchange the coordinates and plot
the new points.

Class Ex. #4 Sketch the graph of the inverse of the functions defined by the following graphs.
Is the inverse a function?
y y
a) b)
10 10

x x
–10 10 –10 10

–10 –10

Finding the Inverse of a Function Defined by an Equation - Algebraically

When finding the inverse of a function defined by an equation

interchange x and y in the equation and then solve for y

Class Ex. #5 Consider the function defined by the equation y = 3x + 2. y

5
a) Find an equation in the form “y = mx + b” for
the inverse of the function.
x
–5 5

–5

b ) Graph the original and its inverse on the grid.

c) Is the inverse of the function defined by the equation y = 3x + 2 also a function?

 98 Functions Lesson #4: The Inverse of a Function - Part One

Graphing the Inverse of a Function Defined by an Equation - by Calculator

A graphing calculator may be used to find the inverse of a function defined by an equation.
The following instructions are an example of finding an inverse using the TI-83 Plus.

1. Input the equation into Y1 found in the Y= key and press GRAPH .

2. Access the “draw inverse” command by pressing 2nd then PRGM .

Scroll down to “DrawInv”, and press Enter .

3. To draw the inverse of the function in Y1 press VARS , scroll to “Y-Yars”, then

to “Function”, and press Enter Enter .

4. Press Enter again. The graph of the inverse of the function is shown along with
the original function.

Note
• If you are interested in finding only the graph of the inverse of the function and not the
graph of the original, use the following procedure:

- clear the “Y= editor”, use “Draw Inv”followed by the equation of the function,
and press Enter .

• If you are doing a series of graphs of inverses by this method, use the following sequence
to clear the graph screen between each graph:
- press 2nd then PRGM to “ClrDraw”, and press Enter Enter .

Class Ex. #6 Use the procedure to confirm the graph of the inverse in Class Ex#4a). The original graph
has equation y = ΩxΩ - 3.

Complete Assignment Questions #1 - #11

 Functions Lesson #4: The Inverse of a Function - Part One 99

Assignment
1. The arrow diagram shows a function from set A to set B.
A B
5 3
9
25 5
27

a) Draw an arrow diagram (above right) which represents the inverse of this function.

b ) Is the inverse of the function also a function?

2. Complete the table to describe the inverse of the function:

FUNCTION INVERSE Is the inverse a function?

divide by 3 ____________________ _____

cube ____________________ _____

add 10, then multiply by 2 ____________________ _____

square, then subtract 5 ____________________ _____

3. Consider the function defined by the following set of ordered pairs.

{(–2, 9), (–1, 7), (0, 5), (1, 3), (2, 1)}

a) Describe the inverse of the function by a set of ordered pairs.

b ) Is the inverse of the function also a function? Why?

4. Consider the function defined by the following set of ordered pairs.

{(–2, 1), (–1, –2), (0, –3), (1, –2), (2, 1),}

a) Describe the inverse of the function by a set of ordered pairs.

b ) Is the inverse of the function also a function? Why?

100 Functions Lesson #4: The Inverse of a Function - Part One

5. Sketch the graph of the inverse of the function defined by the following graphs.
Is the inverse a function?

a) y b) y c) y
5 5 5

x x x
–5 5 –5 5 –5 5

–5 –5 –5

6. Find the inverse of the functions defined by the following equations.

1 x-2
a) y = x - 2 b ) y = 6 - 8x c) y =
3 5

1
d ) 3y = x - 7 e) 6x - y+4=0 f) y = x 2
2
 Functions Lesson #4: The Inverse of a Function - Part One 101

7. Graph the inverse of the following functions using a graphing calculator.

a) y = 4x - 8 b ) y = Ωx + 2Ω c) y = x 2 + 3
y y y

x x x

8. In each case graph the function defined by the equation and the inverse of the function on
the grid provided.
a) y = 9 - x 2 b) y = x - 4
y y
10 10

x x
–10 10 –10 10

–10 –10

Multiple 9. When a function and its inverse are graphed on the same grid, which of the following lines
Choice must be a line of symmetry for the graph?

A. the x-axis
B. the y-axis
C. the line y = x
D. the line y = –x

10. A function is defined by the equation y = 2x 2 - 3. The inverse of the function has
equation

x+3
A. y=
2

B. y = 3 - 2x 2

x+3
C. y=±
2

2
D. y=±
x+3
102 Functions Lesson #4: The Inverse of a Function - Part One

11. The point (a, 2) lies on the graph of a function and on the graph of the inverse of the
function. The value of a is

A. 2
B. 0
C. –2
D. impossible to determine without further information.

Answer Key
1 . a) b ) no
B A
3 5
9
5 25
27

2. FUNCTION INVERSE Is the inverse a function?

divide by 3 muyltiply by 3 yes
cube cube root yes
add 10, then multiply by 2 divide by 2, then subtract10 yes
square, then subtract 5 add 5, then square root no

3 . a) {(9, –2), (7, –1), (5, 0), (3, 1), (1, 2)}
b ) yes because each element of the first set (x-coordinates) is mapped to one and only one element of the
second set (y-coordinates).

4 . a) {(1, –2), (–2, –1), (–3, 0), (–2, 1), (1, 2)}
b ) no because the elements –2 and 1 in the first set both map to more than one element of the second set.

5 . a) b) c)

b ) y = – 18 x + 3
6 . a) y = 3x + 6 4 c ) y = 5x + 2
1 2
d) y = 3x + 7 e) y = 12 x - 3 f) y= ± x,x≥ 0

7 . a) b) c)

8 . a) b)

9. C 10. C 11. A
 Functions Lesson #5:
The Inverse of a Function - Part Two
Finding the Inverse of a Function in the Form “f(x) =”

The steps are listed below.

Step 1 Step 2 Step 3 Step 4

Replace Interchange Replace

f(x) by y x and y to Solve for y
y by f –1(x)
obtain the (see note
inverse. below)

If the inverse of f(x) is a function, then the inverse function is denoted by f –1(x)
(read as f inverse of x)

If the inverse of f(x) is not a function, then the notation f –1(x) should not be used.

Note that some textbooks do not make this distinction and use f –1(x) even when the inverse is
not a function.

Note • f –1(x) is the notation used for the inverse of f(x) when the inverse is a function.
1 1
• Although 10–1 = , note that f –1(x) π .
10 f(x)
f –1 represents the inverse function, not the reciprocal function.
• The inverse of a rational function will be studied in a later unit.

Class Ex. #1
Find f –1(x) for the following.

a) f(x) = 2x - 3 b ) f(x) = x 3 + 4
 104 Functions Lesson #5: The Inverse of a Function - Part Two

Class Ex. #2
The following questions deal with function f(x) = x 2 - 4.
y
a) Graph f(x) on the grid provided and state the domain
and range. 10

x
b ) Find the inverse of f(x). –10 10

–10

c) Graph the inverse of f(x) on the grid provided and state the domain and range.

d ) Is the inverse of f a function? If not, how could the domain or range of f be restricted so
that the inverse of f is also a function?

Class Ex. #3 Don incorrectly determined the inverse of the function y

defined by y = x - 3 to be the equation y = x 2 + 3. 5

He graphed the inverse of the function and obtained

a parabola. x
–5 5
Explain why Don’s equation of the inverse is not complete
and why the graph of the correct inverse is not a parabola.
–5

Note When determining the inverse of a function, domain restrictions, if any, must be included in
the equation of the inverse. There may also be restrictions on the range of the
inverse function.
 Functions Lesson #5: The Inverse of a Function - Part Two 105

Verifying that Functions are Inverses of Each Other

Find (f o f –1)(x) and (f –1o f)(x) for Class Ex. #1, where f(x) = 2x - 3. What do you notice?
Class Ex. #4

Two Functions f and g are Inverses of each other if (f o g)(x) = x and (g o f)(x) = x

Complete Assignment Questions #1 - #11

Assignment
1. Find the inverse of the following functions.
3x - 1
a) f(x) = 4x + 5 b) g(x) = c) f(x) = x 3 - 1
7

2. For each of the following functions;

• find the inverse function using the notation f –1(x), where appropriate,
• state the domain and range of the inverse function.

a) f(x) = x+2 b ) f(x) = (x - 2)2

106 Functions Lesson #5: The Inverse of a Function - Part Two

c) f(x) = x 2 - 25 d ) f(x) = 16 - x 2

3. Find f –1(x) for each of the following functions with restricted domains.

a) f(x) = x 2, x ≥ 0 b ) f(x) = (x - 3)2, x ≥ 3 c) f(x) = x 2 + 1, x £ 0

4. Kaleb incorrectly determined the inverse of y = 4 - –x to be y = –(x - 4)2 and used the
graphing calculator to obtain a parabola. Explain why the graph of the correct inverse is not
a complete parabola.
 Functions Lesson #5: The Inverse of a Function - Part Two 107

5. Functions f and g are defined as f(x) = 2x + 6 and g(x) = 3x.

a) Determine f –1(x) and g –1(x).

b ) Find expressions for:

i ) (f –1 o g –1)(x) ii) (g –1 o f –1)(x)

iii) (f o g)–1(x) iv) (g o f)–1(x)

c) Compare the answers in b). What do you notice?

 108 Functions Lesson #5: The Inverse of a Function - Part Two

Multiple 6. Given that f(x) = 1 - 2x, x Œ ¬ then f –1(x) is

Choice
x
A. – -1
2
x
B. -1
2
1-x
C.
2
x-1
D.
2

x3 - 1
7. If g(x) = , x Π then g -1(x) is
2
2
A.
x3 - 1
3
B. 2x + 1
3
C. 2 x +1
3
D. 2 x+1

8. Given that f(x) = (x - 2)2, x Œ ¬ then f –1(x) is

A. x+2
B. x +2
C. – x +2
D. not defined
1
9. If f(x) = 3x - 2 and g(x) = 3 x + 1, then (f o g)-1(x) equals
A. x-1
B. 1-x
C. x+1
1
D. (3x - 1)
3

10. Given that f(x) = 2x and g(x) = 3 - 5x, then (g o f)-1(x) equals
3
A.
11
6
B.
11
1
C. (3 - x)
10
1
D. (6 - x)
10
 Functions Lesson #5: The Inverse of a Function - Part Two 109

Use the following graphs to answer question #11.

1. y 2. y 3. y

x x x

4. y 5. y 6. y

x x x

Numerical 11. Consider the following questions:

Response
a) Which graph represents a function whose inverse is also a function?

b ) Which graph does not represent a function, but could be made to represent a function
if the range were restricted to y ≥ 0?

c) Which graph represents a function whose inverse is not a function, but could be made
to represent a function whose inverse is also a function if the domain were restricted to
x £ 0?

d ) Which graph represents a function whose inverse is not a function but could not be
made to represent a function whose inverse is also a function if the domain were
restricted to x £ 0?

Write the graph number corresponding to answer a) in the first box, the graph number
corresponding to answer b) in the second box, etc.
(Record your answer in the numerical response box from left to right)
110 Functions Lesson #5: The Inverse of a Function - Part Two

Answer Key

1 5 7x + 1 3
1 . a) f –1(x) = x- b ) g–1(x) = 3 c ) f –1(x) = x+1
4 4

2 . a) f –1(x) = x2 - 2,x ≥ 0 Domain: {xΩx ≥ 0, x Œ ¬} Range: {yΩy ≥ –2, y Œ ¬}

b) y = ± x+2 Domain: {xΩx ≥ 0, x Œ ¬} Range: {yΩy ≥ 2, y Œ ¬}
c) y = ± x + 25 Domain:{xΩx ≥ –25, x Œ ¬} Range: {yΩ y Œ ¬}
d) y = ± 16 - x2 , 0 £ x £ 4 Domain: {xΩ 0 £ x £ 4, x Œ ¬} Range: {yΩ –4 £ y £ 4, y Œ ¬}

3 . a) f –1(x) = x, x≥ 0 b ) f –1(x) = x + 3, x ≥ 0 c ) f –1(x) = – x - 1, x ≥ 1

4 . The correct inverse is y = –(x - 4)2, x £ 4, the graph of which is only half of a parabola.

1 1 1 1
i i i ) 16 x - 1 1
5 . a) f –1(x) = 2x - 3, g–1(x) = 3x b) i ) 6x - 3 ii) 6x -1 iv) 6x -3

c ) (f o g)–1(x) = (g–1 o f –1)(x) (g o f)–1(x) = (f –1 o g–1)(x)

6. C 7. B 8. D 9. A 10. C 11. 6 3 4 2
 Functions Lesson #6:
Zeros of a Function
x-intercept - is the x-coordinate of the point(s) where a graph touches or crosses the x-axis.

y-intercept - is the y-coordinate of the point(s) where a graph touches or crosses y-axis.

Root of an Equation - is the value of the variable which satisfies the equation.

Warm-Up #1 Roots and Factors y

The graph of y = x 2 - x - 6 is shown. 5

a) Write the equation y = x 2 - x - 6 in factored form.

x
-5 5
b ) Find the roots of the equation x 2 - x - 6 = 0.

-5

c) Explain the connection between the factors of y = x 2 - x - 6 and the roots of

the equation x 2 - x - 6 = 0.

d ) State the x-intercepts of the graph.

e) Explain the connection between the x-intercepts of the graph of y = x 2 - x - 6 and the
roots of the equation x 2 - x - 6 = 0.

Zero(s) of a Function

A zero of a function is a value of the independent variable which makes the value of the
function equal to zero. Zero(s) of a function can be found by solving the equation f(x) = 0.

Class Ex. #1 Find the zero of the function f where f(x) = 3x - 12.
 112 Functions Lesson #6: Zeros of a Function

Warm-Up #2 y
5
2
The graph of f(x) = 2x - 7x + 3 is shown to the right.

a) Write the function f(x) = 2x 2 - 7x + 3 in factored form.

x
5

b ) Find the zeros of the function f(x) = 2x 2 - 7x + 3.

c) State the x-intercepts of the graph.

d ) Explain the connection between the zeros of the function f(x) = 2x 2 - 7x + 3 and
the x-intercepts of the graph of the function.

Class Ex. #2 a) Fill in the blanks in the following statement.

“The _________ of a function, the ___________ of the graph of the function, and

the __________ of the corresponding equation y = 0, are the ________ numbers.”

b ) The graph of f(x) = x 2 - x - 6 is shown. Fill in the blanks.

y The graph of The function The equation

f ( x )= x 2 - x - 6 x 2 - x -6=0
f ( x )= x 2 - x - 6 = ( x + 2 )( x - 3) has the roots
5
has zeros
has x-intercepts x= _____
_____ and _____ and
x= _____
x x= _____
-5 5 and
x= _____

-5 with y-intercept

y= _____
 Functions Lesson #6: Zeros of a Function 113

Finding Zeros of a Function

To find the zeros of a function, f(x), either;

• substitute zero for f(x) and find the roots of the resulting equation
or
• graph the function and determine the x-intercepts of the graph.

Finding the Roots of an Equation Algebraically

Finding the roots of a single variable equation may involve factoring. Except in the case of a
linear equation, set the equation to zero before factoring.

Recall the following techniques for factoring:

• common factors, difference of two squares, trinomials of the form x 2 + bx + c = 0,
and trinomials of the form ax 2 + bx + c = 0.

Class Ex. #3 Find the roots of the following equations

a) 2x + 1 = 2 b ) x 2 + 8x = 33 c) 6(4x + 5)(x - 3) = 0 d ) 2x 2 - 8 = 0

Class Ex. #4 For the following functions:

i ) find the zeros ii) find the y-intercept of the graph of the function.

a) f(x) = 5x 2 + 15x - 20 b ) f(x) = 3x 2 - 11x + 10 c) g(x) = 2x(2x + 1)(x - 3)(3x - 4)

Complete Assignment Questions #1 - #5

 114 Functions Lesson #6: Zeros of a Function

Using A Graphing Calculator to Find Zeros

A graphing calculator can be used to find the zeros of a function by finding the corresponding
x-intercepts of its graph. Use the following procedure on a TI-83 Plus calculator.

1. Enter the equation of the function into Y1 and press GRAPH .

2. Access the CALC feature by entering 2nd then TRACE .

3. Select “zero”.

4. On the bottom left hand side of the screen the calculator will ask for a left bound.
Select a value on the left side of the max/min point and press ENTER .

5. On the bottom left hand side of the screen the calculator will ask for a right bound.
Select a value on the left side of the max/min point and press ENTER .

6. On the bottom left hand side of the screen the calculator will ask for a guess.
Press ENTER . The x value will be the x-intercept.

Class Ex. #5 For each of the following functions, use a graphing calculator to:

• sketch the graph of the function, and,

• find the zeros (as exact values) of the function.

a) f(x) = 3x 2 + 4x - 7 b ) g(x) = 4x 3 - 7x 2 - 4x + 7

Complete Assignment Questions #6 - #12

 Functions Lesson #6: Zeros of a Function 115

y
Assignment
20
1. The graph represents a function, f. The x and y-intercepts
of the graph are integers.
a) State the x and y-intercepts of the graph.
-5 5 x
b ) State the zeros of the function f.

-20

2. Find the roots of the following equations.

a) x 2 + 5x + 6 = 0 b ) 2x + 5 = 0 c) 2x(x + 3) = 0

d ) 2x 2 - 10x + 12 = 0 e) x 2 - 64 = 0 f) x 2 - 16x + 64 = 0

g) x 2 - 6x = 16 h ) x 3 + 8x 2 = 20x i ) 4x 2 + 4x - 3 = 0

3. Find the zeros of the following functions.

x
a) f(x) = + 5 b ) g(x) = x 2 - 20x + 36 c) P(x) = 3(2x - 5)(x + 1)
3

d ) g(x) = 25x 2 - 64 e) f(x) = 3x - 7 f) h(x) = x 2

116 Functions Lesson #6: Zeros of a Function

g) f(x) = x 4 - 16 h ) P(x) = x(x - 3)(2x + 1) i ) f(x) = 30x 2 + 140x - 50

4. For the following functions:

i ) Find the zeros
ii) Find the y-intercept of the graph of the function.
a) f(x) = 3(x - 5)(5x - 9) b ) f(x) = 5x 2 - 35x c) f(x) = 3x(x 2 - 49)

d ) f(x) = 2x 2 - x - 15 e) P(x) = 8x 2 + 14x - 15 f) g(x) = 2x 2 - 56x - 120

5. In each case the graph of a function is shown where the x and y-intercepts are integers.
Determine the:
• zeros of the function,
• factors of the equation of the function, and,
• y-intercept of the graph of the function.
a) b) c) y
y y
5
5 20

-5 5 x
10
5 x
-5
-5 -5 5 x

-10
-10
 Functions Lesson #6: Zeros of a Function 117

6. Use a graphing calculator to find the zeros (as exact values) of the following functions.

a) g(x) = x 2 - 3x - 4 b ) f(x) = 18x 2 - 5x - 7 c) g(x) = 3x 3 - 11x 2 + 6x

7. Use a graphing calculator to find the roots, (to the nearest tenth) of the following equations.

a) x 2 - 3x = 11 b ) 21x 3 - 41x 2 = –11x - 9

8. Use a graphing calculator to write the equation in factored form.

a) y = x 2 - 7x + 6 b ) y = 2x 2 - 3x - 9 c) y = 5x 3 - 7x 2 - 21x - 9

Multiple 9. The zeros of the function f(x) = 2(x - 3)(4x + 7) are:

Choice
7
A. 3, –
4
7
B. –3,
4
7
C. 0, 3, –
4
7
D. 2, 3, –
4

10. The roots of the equation 3x(x + 1) = 6

A. 0, –1
B. 2, 5
C. 2, –1
D. –2, 1

11. The least possible zero of the function f(x) = 2x 3 - 7x 2 + 3x is

A. 0
1
B.
2
C. 3
D. –3

Numerical 12. The y-intercept of the graph of the function f(x) = (x + 4)(3 - 2x)(x + 1),
Response to the nearest whole number, is _____ .
(Record your answer in the numerical response box from left to right)
118 Functions Lesson #6: Zeros of a Function

Answer Key

1 . a) x-intercepts are –6, 4 and y-intercept is –24. b ) -6, 4

2 . a) –3, –2 b ) – 52 c ) –3, 0 d) 2, 3 e ) –8, 8

f) 8 g ) –2, 8 h ) –10, 0, 2 i) – 32 , 12

5
d) – 85 , 8 7
3 . a) –15 b ) 2, 18 c ) –1, 2 5 e) 3
h ) – 12 , 0, 3 1
f) 0 g ) –2, 2 i ) –5, 3

9
5, 5
4 . a) i) i i ) 135 b) i) 0, 7 ii) 0 c) i) –7, 0, 7 ii) 0
d) i) – 52 , 3 i i ) –15 e) i) – 52 , 34 i i ) –15 f) i) –2, 30 i i ) –120

5 . a) zero: 3 b ) zeros: –2, 4 c ) zeros: –2, 3, 4

factor: x - 3 factors: x + 2, x - 4 factors: x + 2, x - 3, x - 4
y-intercept: 6 y-intercept:–8 y-intercept: 24

–1 7 2
6 . a) –1, 4 b) 2 , 9 c) 3, 0, 3

7 . a) –2.1, 5.1 b ) –0.3, 1.0, 1.3

8 . a) y = (x - 6)(x - 1) b ) y = (2x + 3)(x - 3) c ) y = (5x + 3)(x - 3)(x + 1)

9. A 10. D 11. A 12. 1 2

Quadratic Functions and Equations Lesson #1:
Analyzing Quadratic Functions - Part One

Quadratic Function

A quadratic function is a function which can be written in the form

f(x) = ax 2 + bx + c, where a, b, c Œ ¬, and a π 0

or in equation form as

y = ax 2 + bx + c, where a, b ,c Œ ¬, and a π 0

Quadratic Equation

A quadratic equation is an equation which can be written in the form

ax 2 + bx + c = 0, where a, b, c Œ ¬, and a π 0.

The roots of the quadratic equation ax 2 + bx + c = 0 are

the zeros of the related quadratic function f(x) = ax 2 + bx + c.

General and Standard Forms

Quadratic function can be written in general or standard form.

General Form: y = ax 2 + bx + c, where a, b, c Œ ¬, and a π 0.

Standard Form: y = a(x - p)2 + q, where a, p, q Œ ¬, and a π 0

In this unit we will study both the general form and standard form, beginning with the
standard form in this lesson.
120 Quadratic Functions and Equations Lesson #1: Analyzing Quadratic Functions - Part One

Warm-Up #1 Analyzing the Graph of the Function with Equation y = x 2 .

y
2 10
• Graph the function with equation y = x by completing the
table of values. Join the points with a smooth curve.
The graph of this function is called a parabola.
5
x –3 –2 –1 0 1 2 3
y
-5 0 5 x

• The axis of symmetry is the “mirror” line which splits the parabola in half.
State the equation of the axis of symmetry for this parabola.

• The vertex of a parabola is where the axis of symmetry intersects the parabola.
The vertex can represent a minimum point or maximum point depending on whether the
parabola opens up or down.

Label the vertex (V) on the graph and state its coordinates.

• The maximum or minimum value of a quadratic function occurs at the vertex and is
represented by the y-coordinate of the vertex. Complete the following:

The _____________ value of the function with equation y = x 2 is ____ .

• State the domain and range of the function with equation y = x 2, x Œ ¬.

Domain: _____________________ Range: _____________________

Warm-Up #2 Analyzing the Function with Equation y = a(x - p)) 2 + q, a = 1.

The next three explorations help us explore some general transformations on the graph of
y = x 2 and the relationship they have to the standard form y = a(x - p)2 + q where a = 1.

A transformation is an operation which moves (or maps) a figure from an original position
to a new position.

In each exploration use a graphing calculator to sketch the equations.

The following explorations can be completed as a class lesson or as an

individual assignment. The process used in these explorations will be further
developed in grade 12 mathematics.
 Quadratic Functions and Equations Lesson #1: Analyzing Quadratic Functions - Part One 121

Exploration 1 Analyzing the Graph of y = x 2 + q. y

y = x2

The graph of y = f(x) = x 2 is shown. 5

a) Write an equation which represents each of the following:

• y = f(x) + 3 • y = f(x) - 3 x
-5 5

-5

b ) Use a graphing calculator to sketch y = f(x) + 3 and y = f(x) - 3 on the grid.

c) Complete the following chart.

Function Equation Vertex Max/Min Equation Description of

Representing Value of Axis of Transformation
Function Symmetry
y = f(x) y = x2 (0, 0) min, 0 x=0 no transformation
__________ translation
y = f(x) + 3
_____ units ______

y = f(x) – 3

y = f(x) + q

d ) What is the effect of the parameter q on the graph of y = x 2 + q?

e) Compared to the graph of y = x 2, the graph of y = x 2 + q results in

a _________________ translation (or shift) of q units.

If q > 0, the parabola moves _______. If q < 0, the parabola moves _______.
122 Quadratic Functions and Equations Lesson #1: Analyzing Quadratic Functions - Part One

Exploration 2 Analyzing the Graph of y = (x - p) 2 . y

5
The graph of y = f(x) = x 2 is shown. y = x2
a) Write an equation which represents each of the following:
• y = f(x + 3) • y = f(x - 3) x
-5 5

b ) Use a graphing calculator to sketch -5

y = f(x + 3) and y = f(x - 3) on the grid.

c) Complete the following chart.

Function Equation Vertex Max/Min Equation Description of
Representing Value of Axis of Transformation
Function Symmetry
y = f(x) y = x2 (0, 0) min, 0 x=0 no transformation
__________ translation
y = f(x + 3)
_____ units ______

y = f(x – 3)

y = f(x – p)

d ) What is the effect of the parameter p on the graph of y = (x - p)2?

e) Compared to the graph of y = x 2, the graph of y = (x - p)2 results

in a _________________ translation (shift) of p units.
If p > 0, the parabola moves _______. If p < 0, the parabola moves _______.

Exploration 3 Analyzing the Graph of y = (x - p) 2 + q.

Consider the function f(x) = x 2.

a) Write an equation which represents f(x + 2) - 4.

b ) Predict the transformations on y = x 2 in a). Use a graphing calculator to verify the results.

c) Complete the following chart.

Function Equation Vertex Max/Min Equation Description of
Representing Value of Axis of Transformation
Function Symmetry
y = f(x) y = x2 (0, 0) min, 0 x=0 no transformation

y = f(x + 2) – 4

y = f(x – p) + q
 Quadratic Functions and Equations Lesson #1: Analyzing Quadratic Functions - Part One 123

Class Ex. #1
Describe how the graphs of the following functions relate to the graph of y = x 2.

a) y = (x + 10)2 b ) y = x2 + 4 c) y + 8 = (x - 5)2

Class Ex. #2
The following transformation(s) are applied to the graph of y = x 2. Write the equation of the
image function for each.

a) A horizontal translation of 5 units right.

b ) A translation of 6 units down and 4 units left.

Class Ex. #3
Write the coordinates of the image of the point (3, 9) on the graph y = x 2 when
a translation of two units up and seven units right is applied.

Complete Assignment Questions #1 - #10

Assignment
1. Describe how the graphs of the following functions relate to the graph of y = x 2.

a) y = (x + 5)2 b ) y = x2 - 7 c) y - 8 = x 2

d ) y = 5 +(x - 2)2 e) y + 7 = (x + 1)2 - 10 f) y = (x - a)2 - b

124 Quadratic Functions and Equations Lesson #1: Analyzing Quadratic Functions - Part One

y
2. Consider the graph of the function f(x) = (x - 2)2 + 3.
5
a) Without using a graphing calculator, sketch the
graph on the grid.

b ) State the coordinate of the vertex. x

–5 5
c) State the maximum or minimum value of the function.
–5
d ) State the domain and range of the function.

3. The following transformation(s) are applied to the graph of y = x 2. Write the equation of
the image function for each.

a) A horizontal translation of 7 units right.

b ) A vertical translation of 2 units down.

c) A translation 3 units left and 8 units up.

d ) A translation c units down and d units right.

4. Complete the following table.

Function
y = x2 + 5 y = (x + 3)2 - 4 y + 9 = ( x - 6) 2 +1 y - w = (x + r)2

Coordinates
of Vertex
Max/Min
Value
Eqn. of Axis
of Symmetry
Domain

Range

5. Write the coordinates of the image of the point (–2, 4) on the graph y = x 2 when each of the
following transformations are applied:

a) a horizontal translation of 2 units to the left

b ) a translation of 3 units up and 11 units right.

 Quadratic Functions and Equations Lesson #1: Analyzing Quadratic Functions - Part One 125

6. After a combination of a horizontal and a vertical translation, the graph of y = x 2 has an

image graph with a vertex at (2, –6). Describe the translations.

Multiple 7. Which of the following transformations shifts the graph of y = x 2 to the

Choice
graph of y + a = (x - b)2?

A. a units right and b units down.

B. b units right and a units down .
C. b units up and a units right.
D. a units down and b units left.

8. The function defined by the equation y = x 2 is transformed to y = (x + 2)2 + 4.

If the point (2, 4) lies on the graph of y = x 2, which of the following points must lie on the
graph of y = (x + 2)2 + 4?

A. (0, 0)
B. (4, 0)
C. (4, 8)
D. (0, 8)

Use the following information to answer questions #9 and #10.

10 y

• The graph of a quadratic function is shown.

• The four points marked have integer coordinates. 5

x
5 1
0

9. The domain and range, respectively, of the function are

A. x Œ ¬ and y Œ ¬
B. x ≥ –2 and y Œ ¬
C. x Œ ¬ and y ≥ –2
D. 2 £ x £ 6 and y ≥ –2

Numerical 10. The sum of the x and y-intercepts is _____ .

Response
(Record your answer in the numerical response box from left to right)
126 Quadratic Functions and Equations Lesson #1: Analyzing Quadratic Functions - Part One

Answer Key

1 . a) horizontal translation 5 units left b ) vertical translation 7 units down

c ) vertical translation 8 units up d) translation 2 units right and 5 units up
e ) translation 1 unit left and 17 units down f ) translation a units right and b units down

2 . a)

b ) (2, 3) c ) minimum value of 3 d) Domain: {xΩx Œ ¬} Range:{yΩy ≥ 3, y Œ ¬}

3 . a) y = (x - 7)2 b ) y = x2 - 2 c ) y = (x + 3)2 + 8 d) y = (x - d)2 - c

4.
Function
y = x2 + 5 y = (x + 3)2 - 4 y + 9 = ( x - 6) 2 +1 y - w = (x + r)2

Coordinates
of Vertex (0, 5) (–3, –4) (6, –8) (–r, w)
Max/Min
Value min, 5 min, –4 min, –8 min, w
Eqn. of Axis
of Symmetry x=0 x = –3 x=6 x = –r
Domain
{xΩx Œ ¬} {xΩx Œ ¬} {xΩx Œ ¬} {xΩx Œ ¬}
Range
{yΩy ≥ 5, y Œ ¬} {yΩy ≥ –4, y Œ ¬} {yΩy ≥ –8, y Œ ¬} {yΩy ≥ w, y Œ ¬}

5 . a) (–4, 4) b ) (9, 7)

6 . horizontal translation 2 units right, vertical translation 6 units down.

7. B 8. D 9. C 10. 1 4
 Quadratic Functions and Equations Lesson #2:
Analyzing Quadratic Functions - Part Two
In the last lesson we analyzed the graph of y = (x - p)2 + q and discovered transformations
associated with the parameters p and q. In this lesson we investigate the effect of the
parameter a on the graph of y = a(x - p)2 + q. The following explorations can be completed
as a class lesson or as an individual assignment.

Exploration 1 Analyzing the Graph of y = a(x - p) 2 , a > 0.

y
2
The graph of y = f(x) = (x - 2) is shown. 10
a) Write an equation which represents each of the
following:
1
• y = 2f(x) • y = f(x) 5
2

b ) Use a graphing calculator to sketch

1 x
y = 2f(x) and y = f(x) on the grid. -5 5
2

c) Complete the following by circling the correct choice and filling in the blank.

• Compared to the graph of y = f(x), the number 2 in the graph of y = 2f(x) results in a
vertical expansion / compression by a factor of _____ .

• the y intercept of the graph of y = 2f(x) is ____________ the y-intercept of the

graph of y = f(x).

d ) Complete the following by circling the correct choice and filling in the blank.
1 1
• Compared to the graph of y = f(x), the number in the graph of y = f(x) results in a
2 2
vertical expansion / compression by a factor of _____ .

1
• the y intercept of the graph of y = f(x) is ____________ the y-intercept of the
2
graph of y = f(x).

Note • In mathematics the general name given to an expansion or a compression is a stretch.

• A vertical stretch is “anchored” by the x-axis, i.e. the x-coordinate of every point on the
original graph will not change and the y-coordinate of every point is multiplied by a factor
of a.
• In some texts a compression is called a contraction.

e) Describe the effect of the parameter a on the graph of y = a(x - p)2 where a > 0.

f) Compared to the graph of y = x 2, the graph of y = ax 2 results in a

vertical stretch of factor _____ .
If a > 1, the parabola undergoes a vertical ____________ by a factor of _____ .
If 0 < a < 1, the parabola undergoes a vertical ____________ by a factor of _____ .
128 Quadratic Functions and Equations Lesson #2: Analyzing Quadratic Functions - Part Two

Exploration 2 Analyzing the Graph of y = a x 2 , a < 0.

y
The graph of y = f(x) = x 2 is shown. y = x2
a) Write an equation which represents:
5
• y = –f(x) • y = –2f(x)

x
-5 5

b ) Use a graphing calculator to sketch

y = –f(x) and y = –2f(x). -5

c) Complete the following chart. The first row is done.

Function Equation Vertex Max/Min Equation Description of

Representing Value of Axis of Transformation
Function Symmetry
y = f(x) y = x2 (0, 0) min, 0 x=0 no transformation

y = –f(x)

y = –2f(x)

y = af(x),
where a < 0

d ) How does the graph of y = –x 2 compare to the graph of y = x 2?

e) Compared to the graph of y = x 2, the graph of y = ax 2, a < 0 results in a

____________ in the ___________ and a _____________ stretch by a factor of _____ .

 Quadratic Functions and Equations Lesson #2: Analyzing Quadratic Functions - Part Two 129

Transformations Associated with the Parameters of y = a(x - p)2 + q

Compared to the graph of y = x 2, the following transformations are associated with the
parameters of y = a(x - p)2 + q:

a Æ a vertical stretch
• if a > 1 there is an expansion
• if 0 < a < 1 there is a compression
• if a < 0, there is also a reflection in the x-axis

Ï p > 0 the parabola shifts p units right

p Æ a horizontal translation where ÔÌ
ÓÔ p < 0 the parabola shifts p units left

Ï q > 0 is q units up
q Æ a vertical translation where ÌÔ
q < 0 is q units down
ÔÓ
(p, q) Æ the coordinates of the vertex

x = p Æ the equation of the axis of symmetry

Class Ex. #1
Consider the function f(x) = 2(x + 4)2 - 3.
a) State the transformations applied to the graph of y = x 2 which would result in the
graph of y = 2(x + 4)2 - 3.

b ) Marika and Curtis were discussing how to graph this function without using a graphing
calculator. Marika suggested doing the stretch followed by the translation. Curtis
suggested doing the translation followed by the stretch.

• Complete the grids below to show the graphs obtained by each student.
• Use a graphing calculator to determine which student is correct.
10 y Marika’s 10 y Curtis’s
y = x2 Graph y = x2 Graph

5 5

x x
-10 -5 5 10 -10 -5 5 10

-5 -5

-10 -10
 130 Quadratic Functions and Equations Lesson #2: Analyzing Quadratic Functions - Part Two

Note Unless otherwise indicated, use the following order to describe how to transform from one
graph to another.

1. Expansions and/or compressions

2. Reflections
3. Translations

Class Ex. #2
Describe how the graphs of the following functions relate to the graph of y = x 2.
1 1
a) y = – x 2 b ) y = (x + 6)2
4 3

Class Ex. #3
The following three transformations are applied, in order, to the graph of y = x 2: a reflection in
1
the x-axis, a vertical compression by a factor of , and a translation 7 units right. At the end
3
of the three transformations, the point (1, t) is on the resulting graph.

a) Find the equation of the image function after each transformation.

b ) State the coordinates of the vertex of the final graph.

c) Find the value of t.

Class Ex. #4 Complete the following table.

Function Vertex Max/Min Equation Domain Range

Value of Axis of
Symmetry
y = –(x + 3)2 - 4

y = 3 ( x - 9) 2

Complete Assignment Questions #1 - #10

 Quadratic Functions and Equations Lesson #2: Analyzing Quadratic Functions - Part Two 131

Assignment
1. Describe how the graphs of the following functions relate to the graph of y = x 2.

a) y = –3x 2 b ) y = x 2 - 15

2
c) y = – (x + 4)2 - 1 d ) 2y = (x - 8)2 + 12
3

2. The following transformations are applied to the graph of y = x 2 in the order given.
Write the equation of the image function for each.

a) A reflection in the x-axis and a vertical expansion by a factor of 4.

3
b ) A vertical compression by a factor of , and a translation of 5 units down.
5

c) A vertical expansion by a factor of 8, a reflection in the x-axis, a vertical translation

of 3 units up, and a horizontal translation 9 units left.

d ) A vertical stretch by a factor of c, a reflection in the x-axis, and a translation

of e units right and f units down.

3. Complete the following table.

Function Vertex Max/Min Equation Domain Range

Value of Axis of
Symmetry

y = 3x 2

y = 2x 2 + 1

y = –(x + 7)2

y - 10 = (x + 5)2

y + 3 = –3(x - 1)2 + 2
132 Quadratic Functions and Equations Lesson #2: Analyzing Quadratic Functions - Part Two

4. The following transformations are applied, in order to, the graph of y = x 2

• a reflection in the x-axis
• a vertical stretch of factor 3
• a translation of 5 units right and 2 units down.

a) Find the equation of the image function after each transformation.

b ) At the end of all the transformations, the point (4, y) is on the final graph of the
parabola. Find the y-coordinate for the final graph when x = 4.

y
5. The graph of f(x) = x 2 undergoes a series of transformations.
5

a) State the transformations applied to the graph of f(x) = x 2

1
which would result in the graph of f(x) = – (x - 2)2 + 1. x
2 –5 5

–5

1
b ) Without using a graphing calculator, sketch the graph of f(x) = – (x - 2)2 + 1.
2
c) Verify using a graphing calculator

6. Write the coordinates of the image of the point (–3, 9) on the graph y = x 2 when each of the
following transformations are applied:

a) A reflection in the x-axis, followed by a vertical translation of 4 units up.

1
b ) A vertical compression by a factor of .
3

7. Write the equation of a quadratic function which is the image of y = x 2 after a vertical
stretch by the given factor of a and after a translation which results in the given vertex.

1
a) a = 3, vertex (4, –1) b) a = , vertex (–3, 2)
2

1
c) a = –4, vertex (0, 5) d ) a = – , vertex (–6, –3)
3
 Quadratic Functions and Equations Lesson #2: Analyzing Quadratic Functions - Part Two 133

Multiple 2 1 2
Choice 8. The quadratic function f(x) = x is transformed to f(x) = – 2 (x + 3) + 1.
The point (1, 1) on the graph of y = x 2 is transformed to which point on the graph of
1
y = – (x + 3)2 + 1?
2
Ê 1ˆ
A. ÁÁË –2, ˜˜¯
2

ÊÁ 3 ˆ˜
B. ÁË –2, 2 ˜¯

C. (–2, –1)

ÊÁ 5 ˆ˜
D. ÁË 2 , 2˜¯
y
Numerical 9. The diagram shows the graphs of four
Response quadratic functions.

In the first box, write the number

10 3
corresponding to the graph of 1
1
y = (x - 5)2 - 3.
2 5

In the second box, write the number

corresponding to the graph of
y = –3(x + 4)2 + 2. x
-5 5 10
In the third box, write the number
corresponding to the graph of
y = (x - 3)2 + 4. -5
4
In the last box, write the number
corresponding to the graph of 2
1 -10
y + 3 = – (x - 5)2.
4

(Record your answer in the numerical response box from left to right)

10. The following transformations are applied, in order to, the graph of y = x 2
• a vertical stretch of factor 2
• a reflection in the x-axis
• a vertical translation of 12 units up.

At the end of all the transformations, the point (2, y) is on the final graph of the parabola.
The value of y, to the nearest tenth, is _____ .

(Record your answer in the numerical response box from left to right)
134 Quadratic Functions and Equations Lesson #2: Analyzing Quadratic Functions - Part Two

Answer Key

1 . a) vertical expansion by a factor of 3 and a reflection in the x-axis

b ) vertical translation 15 units down
2
c ) vertical compression by a factor of , a reflection in the x-axis, a translation 4 units left, 1 unit down.
3
1
d) vertical compression by a factor of , and a translation 8 units right, 6 units up.
2

3 2
2 . a) y = –4x 2 b) y = 5x -5 c ) y = –8(x + 9)2 + 3 d) y = –c(x - e)2 - f

3.
Function Vertex Max/Min Equation Domain Range
Value of Axis of
Symmetry
y = 3x 2 x=0 {xΩx Œ ¬} {yΩy ≥ 0, y Œ ¬}
(0, 0) min, 0
y = 2x2 + 1 x=0 {xΩx Œ ¬} {yΩy ≥ 1, y Œ ¬}
(0, 1) min, 1
y = –(x + 7)2 x = –7 {xΩx Œ ¬} {yΩy £ 0, y Œ ¬}
(–7, 0) max, 0
y - 10 = (x + 5) 2 (–5, 10) min, 10 x = –5 {xΩx Œ ¬} {yΩy ≥ 10, y Œ ¬}
y + 3 = –3(x - 1) 2 + 2 x=1 {xΩx Œ ¬} {yΩy £ –1, y Œ ¬}
(1, –1) max, –1

4 . a) y = –x2, y = –3x2, y = –3(x - 5)2 - 2 b ) –5

1
5 . a) vertical compression by a factor of , a reflection in the x-axis, a translation 2 units right, 1 unit up.
2

6 . a) (–3, –5) b ) (–3, 3)

1
7 . a) y = 3(x - 4)2 - 1 b) y = 2 (x + 3)2 + 2 c ) y = –4x2 + 5 d) y = – 13 (x + 6)2 - 3

8. A 9. 1 4 3 2 10. 4 . 0
 Quadratic Functions and Equations Lesson #3:
Equations and Intercepts from the Vertex and a Point
Warm-Up

In the last lesson we analyzed the graphs of quadratic functions with equations in
standard form y = a(x - p)2 + q. In this lesson we determine the equation of a quadratic
function from the graph. To do this we need the vertex of the parabola and a point on it.
We will also learn how to find intercepts from the standard form of the equation.

Determining the Equation from the Vertex and a Point

The following procedure will enable us to write quadratic functions in standard form if we are
given the coordinates of the vertex and of another point on the parabola.

Step 1 Step 2 Step 3 Step 4

Replace p and q Replace x and y Replace the values

with the with the Solve for a. of a, p and q in
coordinates of coordinates of the equation
the vertex. the point. y = a(x - p)2 + q.

Class Ex. #1 The graph of a quadratic function has vertex (–2, 8) and passes y
through the point (–1, 7).
5
a) Find the equation of the function in standard form
y = a(x - p)2 + q. x
-5 5

-5

b ) Rewrite the equation in general form y = ax 2+ bx + c.

c) Use a graphing calculator to sketch the graph and determine the x and y-intercepts of
the graph of the function. Answer to the nearest hundredth if necessary.
 136 Quadratic Functions and Equations Lesson #3: Equations and Intercepts from the Vertex and a Point

Finding Intercepts from the Standard Form

We can use the equation of a quadratic function written in standard form to algebraically
determine the x- and y-intercepts of the graph of the function.
Class Ex. #2 Determine, as exact values, the x and y-intercepts of the graph of the function
f(x) = 3(x - 1)2 - 9.

Class Ex. #3 The graph of a quadratic function is shown.

y
5
a) Find the equation of the function
in standard form. (–1, 2)
(–3, 1)
x
-5 5

-5

b ) Find, algebraically, the x-intercepts and y-intercepts of the graph.

Answer both as exact values and to the nearest hundredth.

c) State the domain, range and equation of the axis of symmetry.

Complete Assignment Questions #1 - #12

 Quadratic Functions and Equations Lesson #3: Equations and Intercepts from the Vertex and a Point 137

Assignment
1. The graph of a quadratic function has vertex (3, –4) and y
passes through the point (4, 1).
5
a) Find the equation of the function in standard form.
x
-5 5

-5

b ) Rewrite the equation in general form.

c) Use a graphing calculator to sketch the graph and determine the x and y-intercepts of
the graph of the function. Answer to the nearest hundredth if necessary.

2. In each case write an equation in standard form for the parabola with the given vertex and
passing through the given point.

a) vertex (7, –6), point (9, –4) b ) vertex (–2, 5), point (–4, 21)

c) vertex (–1, 0), point (–5, –12) d ) vertex (3, –8), y-intercept is 10
138 Quadratic Functions and Equations Lesson #3: Equations and Intercepts from the Vertex and a Point

Ê5 ˆ 2
3. The graph of a quadratic function has a vertex at ÁÁË , 1˜˜¯ and one x-intercept is .
3 3

a) Determine the equation of the function in standard form.

b ) Determine the equation of the function in general form.

c) State the other x-intercept.

d ) State the domain and range of the function.

e) State the equation of the axis of symmetry of the graph.

4. Determine, as exact values, the x and y-intercepts of the graph of the following functions.

a) f(x) = (x - 4)2 - 16 b ) f(x) = –3(x + 2)2 + 3

1
c) f(x) = 2(x - 6)2 - 6 d ) f(x) = – (x + 1)2 + 5
4
 Quadratic Functions and Equations Lesson #3: Equations and Intercepts from the Vertex and a Point 139

5. The graph of a quadratic function is shown. y

The equation of the axis of symmetry is x = –5.
(1, 24)
a) Find the equation of the graph of the function 20
in standard form.

10
(–9, 9)

x
-10 -5 5

b ) Find, algebraically, the x-and y-intercepts of the graph.

c) State the domain, range, and equation of the axis of symmetry.

6. Write an equation of the form y = a(x - p)2 + q for each parabola.

a) y b)
y

10 (–3, 4) 5

(–2, 8) (–4, 1)
x
5 (0, 5) -5 5

x -5
-5 5
 140 Quadratic Functions and Equations Lesson #3: Equations and Intercepts from the Vertex and a Point

7. A function of the form p(x) = ax 2 + q has two x-intercepts, one of which is 9.

Determine the other x-intercept and explain how you arrived at your answer.

8. The parabola with equation y = a(x - 2)2 + q passes through the points (–2, 5) and (4, –1).
Determine the coordinates of the vertex of the parabola.

9. The graph of the function with equation y = a(x + 5)2 + q passes through the
points (–6, 2) and (–3, 20).
Determine whether the function has a maximum or minimum value and state the value.

Multiple 10. The parabola with equation y = a(x - p)2 + q has a maximum value of 8.
Choice The line x = 2 is the axis of symmetry of the parabola. If the graph passes through
the origin, then the value of a is

A. 2
1
B. 32
C. –2
1
D. – 32
 Quadratic Functions and Equations Lesson #3: Equations and Intercepts from the Vertex and a Point 141

Numerical 11. The graph of the function g(x) = –2(x - 3)2 + q passes through the point (–5, –2).
Response The value of q, to the nearest whole number, is _____ .
(Record your answer in the numerical response box from left to right)

12. The graph of a function of the form f(x) = a(x + 2)2 - 7 has two x-intercepts, one of
which is –6.5. The other x-intercept, to the nearest tenth , is _____ .
(Record your answer in the numerical response box from left to right)

Answer Key
1 . a) y = 5(x - 3)2 - 4 b ) y = 5x2 - 30x + 41 c ) x-intercepts are 2.11, 3.89
y-intercept is 41
1 3
2 . a) y = 2 (x - 7)2 - 6 b) y = 4(x + 2)2 + 5 c ) y = – 4 (x + 1)2 d) y = 2(x - 3)2 - 8

2
3 . a) y = - ÊËx - 53 ˆ¯ + 1 b ) y = –x2 + 10 16 8
3 x- 9 c) 3
Á ˜
5
d) D: {xΩx Œ ¬}, R: {yΩy £ 1, y Œ ¬} e) axis of symmetry x = 3

4 . a) x - intercepts 0 and 8 b ) x - intercepts -3 and -1

y -intercept 0 y -intercept –9
c ) x - intercepts 6 + 3 and 6 - 3 d) x - intercepts -1 + 2 5 and -1 - 2 5
y -intercept 66 y -intercept 194

3 63
5 . a) y = 4 (x + 5)2 - 3 b ) x-intercepts are –7 and –3, y-intercept 4
c ) Domain: {xΩx Œ ¬}, Range: {yΩy ≥ –3, y Œ ¬}, axis of symmetry x = –5

3 2
6 . a) y = 4x +5 b ) y = –3(x + 3)2 + 4

7 . The vertex of the parabola is on the y-axis so the x-intercepts are an equal distance on either side of x = 0.
If one x-intercept is 9, the other must be -9.

8 . (2, –3) 9 . minimum value of –4

10. C 11. 1 2 6 12. 2 . 5

142 Quadratic Functions and Equations Lesson #3: Equations and Intercepts from the Vertex and a Point
Quadratic Functions and Equations Lesson #4:
Converting from General Form to Standard Form
by Completing the Square
Warm-Up #1 Review

The general form of a quadratic function has the equation y = ax 2 + bx + c.

The standard form of a quadratic function has the equation y = a(x - p)2 + q.

Writing a function in standard form enables us to analyze the function more easily
e.g. we can determine the vertex, axis of symmetry and maximum / minimum value of the
function.

Warm-Up #2 Completing the Square

(x + 4)2, (x - 5)2 etc are examples of perfect squares.

a) Expand the following perfect squares.

(x + 4)2 = (x + 4)(x + 4) = ____________ (x + 7)2 = (x + 7)(x + 7) = ____________

(x - 5)2 = (x - 5)(x - 5) = ____________ (x - 1)2 = (x - 1)(x - 1) = ____________

(x + a)2 = ____________ (x - a)2 = ____________

b ) Factor the following expressions into perfect squares.

x 2 + 6x + 9 = ___________ x 2 + 12x + 36 = ___________

x 2 - 4x + 4 = ___________ x 2 - 16x + 64 = ___________

c) Add an appropriate constant so that the following expressions can be written

as perfect squares.

x 2 + 2x + __ = _______ x 2 + 18x + __ = _______

1
x 2 - 3x + __ = _______ x2 - x + __ = _______
4

The process of adding a constant term to a quadratic expression to make it a perfect square is
called completing the square.
2 2 2
To complete the square of x 2 + bx, add ÁÊË 2 coefficient of x˜ˆ¯ i.e. ÁÊË 2 b˜ˆ¯ to give ÁÊË x +
1 ˜
bˆ¯
1 1
Á ˜ Á ˜ Á 2 ˜
 144 Quadratic Functions and Equations Lesson #4: Completing the Square

Writing f(x) = x 2 + bx + c in Standard Form by Completing the Square

Use the following process to convert a function of the form f(x) = x 2 + bx + c into
standard form.
Step 1 Step 2 Step 3

Take half of the Add and subtract Form a perfect

numerical the squared number square, write it in
coefficient of in step 1. factored form,
the x-term and (This keeps the and simplify.
square it. value of the function
the same).

Class Ex. #1
Express y = x 2 + 10x + 16 in completed square form. Use a graphing calculator to verify that
both equations are represented by identical graphs.

Class Ex. #2
A function f is defined by f(x) = x 2 - 9x - 20. Determine the minimum value of f by writing
the function in standard form.

Complete Assignment Questions #1 - #4

 Quadratic Functions and Equations Lesson #4: Completing the Square 145

Writing f(x) = ax 2 + bx + c in Standard Form by Completing the Square

Step 1 Step 2 Step 3

Use the coefficient Take half of the Add and subtract

numerical the squared number
of x2 as a common in step 2 inside the
coefficient of
factor for the x2 the x-term and brackets.
term and the x term square it.
only.

Step 4 Step 5

Multiply the term which has Form a perfect square

been subtracted in step 3 by the within the brackets and
coefficient of x2 and combine write it in factored form.
with the constant term.

Class Ex. #3
Convert f(x) = 3x 2 - 18x + 20 to standard form by completing the square.
Determine whether the graph of the function f has a maximum or minimum value
and state the value.

Class Ex. #4
Convert y = 7 + 10x – 2x 2 to standard form by completing the square. What direction does
the parabola open? What are the coordinates of the vertex of the parabola?
 146 Quadratic Functions and Equations Lesson #4: Completing the Square

Class Ex. #5
Express f(x) = 3x 2 - 12x - 8 in completed square form and use this form to determine the
zeros of the function. Answer to the nearest hundredth.

Complete Assignment Questions #5 - #11

Assignment
1. What number must be added to each to make a perfect square?

1 2
a) x 2 + 8x b) x 2 - 24x c) x 2 + 40x d) x 2 - x e) x 2 + x f) x 2 - x
2 3

2. Complete the square in each part.

a) x 2 + 6x + __ = (x + __ )2 b) x 2 - 20x + __ = (x __ )2

c) x 2 + 5x + __ = (x __ )2 d) x 2 - 9x + __ = (x __ )2

3
e) x 2 + 0.6x + __ = (x __ )2 f) x 2 - x + __ = (x __ )2
4

3. Express the following in completed square form.

a) y = x 2 + 10x + 3 b) y = x 2 - 4x - 21 c) y = x 2 + 14x - 2

d) y = x 2 + 9x + 22 e) y = x 2 - x + 1 f) y = x 2 + bx + c
 Quadratic Functions and Equations Lesson #4: Completing the Square 147

4. Express f(x) = x 2 - 14x - 40 in completed square form. Hence state the coordinates of the
vertex and the equation of the axis of symmetry of the graph of the function.

5. Express the following in completed square form.

a) y = 2x 2 + 12x + 5 b) y = 3x 2 - 18x - 19 c) y = 2x 2 + 14x - 11

d) y = -x 2 + 10x + 20 e) y = -4x 2 - 8x + 7 f) y = –x 2 + bx + c

g) y =11x - x 2 h) y = 5x 2 - 20x + m i ) y = -3x 2 + 12x - 11

 148 Quadratic Functions and Equations Lesson #4: Completing the Square

6. Write the function f(x) = ax 2 + bx + c in completed square form.

Multiple 7. When y = 2x 2 + 5x + 10 is converted to the form y = a(x - p)2 + q, the value of q is

Choice
A. - 2.5
B. 3.75
C. 6.875
D. 8.4375

8. The x-coordinate of the vertex of the graph of the function with equation y = bx - 4x 2 is

b
A.
4
b
B.
8
b
C.
16
b2
D.
16

9. A high school student was asked to arrange the equation y = –3x 2 - 6x - 5 in the
form y = a(x - p)2 + q by completing the square. The student’s procedure is shown:

Step I: y = –3(x 2 + 2x )-5

2
Step II: y = –3(x + 2x + 1 - 1) - 5
Step III: y = –3(x + 1)2 - 5 - 1
Step IV: y = –3(x + 1)2 - 6

The student made an error in

A. Step I
B. Step II
C. Step III
D. Step IV
 Quadratic Functions and Equations Lesson #4: Completing the Square 149

10. The x-intercepts of the graph of the function f(x) = x 2 - 8x - 4 are

A. 2±4 5
B. 4± 5
C. 4±2 5
D. –4 ± 2 5

Numerical 11. The maximum value, to the nearest tenth, of the function f(x) = -5x 2 + 10x + 12 is _____
Response
(Record your answer in the numerical response box from left to right)

Answer Key
1 1 1
1 . a) 16 b ) 144 c ) 400 d) e) f)
4 16 9
2
25 Ê 5ˆ
2 . a) x2 + 6x + 9 = (x + 3)2 b) x2 - 20x + 100 = (x - 10)2 c) x2 + 5x + = ÁÁx + ˜˜
4 Ë 2¯
2 2
81 Ê 9ˆ 3 9 Ê 3ˆ
d) x 2 - 9x + = ÁÁx - ˜˜ e ) x2 + 0.6 + 0.09 = (x + 0.3)2 f) x 2 - x+ = ÁÁx - ˜˜
4 Ë 2¯ 4 64 Ë 8¯
3 . a) y = (x + 5)2 - 22 b ) y = (x - 2)2 - 25 c ) y = (x + 7)2 - 51
2 2 2 b2
d) y = ÊËx + 92 ˆ¯ + 74 e ) y = ÊËx - 12 ˆ¯ + 34 f ) y = ÊËx + b2 ˆ¯ + c - 4
Á ˜ Á ˜ Á ˜
4 . (7, –89), x = 7
7 ˆ2 71
5 . a) y = 2(x + 3) 2 - 13 b ) y = 3(x - 3) 2 - 46 c ) y = 2ÊËx + 2 ¯˜ - 2
Á
b 2 b2
d) y = –(x - 5) 2 + 45 e ) y = –4(x + 1) 2 + 11 f ) y = –ÊËx - 2 ¯˜
ˆ +c+
4
Á
2
g ) y = –ÊËx - 11 ˆ 121
2 ¯˜ + 4 h ) y = 5(x - 2) 2 + m - 20 i ) y = –3(x - 2) 2 + 1
Á
b ˆ2 2
6 . f(x) = aÊËx + 2a ¯ + 4ac4a- b
Á ˜
7. C 8. B 9. C 10. C 11. 1 7 . 0
150 Quadratic Functions and Equations Lesson #4: Completing the Square
Quadratic Functions and Equations Lesson #5:
Roots of Quadratic Equations - The Quadratic Formula
Warm-Up Review

A quadratic equation is an equation of the form ax 2 + bx + c = 0.

a) Find the roots of the equation x 2 + 7x - 18 = 0 by inspection.

b ) Find the roots of the equation 6x 2 - x - 12 = 0 by decomposition.

c) Is it possible to solve the quadratic equation 2x 2 - 8x + 5 = 0 by either of the above

methods? Explain.
 152 Quadratic Functions and Equations Lesson #5: The Quadratic Formula

Developing the Quadratic Formula

In the warm-up above, we were unable to solve the equation 2x 2 - 8x + 5 = 0 by inspection

or decomposition. Another method is required.

There are two further algebraic methods which can be used - completing the square and the
quadratic formula. We will solve the equation 2x 2 - 8x + 5 = 0 by completing the square
and use this technique to develop the quadratic formula.

Class Ex. #1 Solve the following equations by completing the square.

a) 2x 2 - 8x + 5 = 0 b ) ax 2 + bx + c = 0

The solution to Class Ex. #1b) is a formula which can be used to solve any quadratic equation
of the form ax 2 + bx + c = 0. The formula is known as the quadratic formula.

Solving a quadratic equation by completing the square is rarely used as the quadratic formula
is usually a more efficient method.
 Quadratic Functions and Equations Lesson #5: The Quadratic Formula 153

The Quadratic Formula

The quadratic equation ax 2 + bx + c = 0, a π 0 has the roots

–b ± b 2 - 4ac
x=
2a

Class Ex. #2 Find the roots of the following equations using the quadratic formula.
Give answers as exact values in simplest form and to the nearest tenth.

a) x 2 + 2x - 1 = 0 b ) 4x 2 - 12x + 3 = 0 c) 4x 2 = 3(4x + 5)

Class Ex. #3
Find the zeros of the quadratic function f(x) = –3x 2 + 4x + 1.
Give answers as exact values in simplest form and to the nearest hundredth.

Complete Assignment Questions #1 - #9

154 Quadratic Functions and Equations Lesson #5: The Quadratic Formula

Assignment
1. Solve the equation x 2 - 3x - 10 = 0 by using;
a) inspection b ) the quadratic formula

2. Solve the equation 4x 2 - 11x - 3 = 0 by using;

a) decomposition b ) the quadratic formula

3. Find the exact roots of the equation 6x 2 + 5x + 1 = 0 by using;

a) graphing b ) the quadratic formula
 Quadratic Functions and Equations Lesson #5: The Quadratic Formula 155

4. Find the roots of the following quadratic equations (to the nearest tenth) using
the quadratic formula.
a) 2x 2 + x - 4 = 0 b ) 2x 2 - 3x - 4 = 0 c) 10t 2 = 7t + 1

5. Solve the following quadratic equations (as exact values) using the quadratic formula.
a) x 2 - 10x - 15 = 0 b) x 2 + 6x + 7 = 0 c) 3x 2 - 12x + 11 = 0

6. Find the zeros of the following quadratic functions

Give answers as exact values in simplest form and to the nearest hundredth.
a) f(x) = x 2 + 20x + 15 b) f(x) = 5x 2 + 12x - 5
 156 Quadratic Functions and Equations Lesson #5: The Quadratic Formula

Multiple 7. The roots of the quadratic equation dx 2 + ex + f = 0 are

Choice
e± e 2 - 4df
A. x=
2d

–e ± e 2 - 4df
B. x=
2d

e± e 2 + 4df
C. x=
2d

–e ± e 2 + 4df
D. x=
2d

8. The zeros of the quadratic function f(x) = 6x 2 + 2x - 1 are

–1 ± 14
A.
6

–1 ± 2 7
B.
6

–1 ± 7
C.
6

–2 ± 7
D.
6

Numerical 2 1
Response 9. The quadratic equation 2x + 15x + p = 0 has a positive root of – 2 when p has the whole
number value of _____ .
(Record your answer in the numerical response box from left to right)

Answer Key
1 1
1 . a) –2, 5 b ) –2, 5 2 . a) – , 3 b) – , 3
4 4
1 1 1 1
3 . a) – , – b) – , – 4 . a) –1.7, 1.2 b ) –0.9, 2.4 c ) –0.1, 0.8
3 2 3 2
6± 3
5 . a) 5 ± 2 10 b ) –3 ± 2 c)
3
–6 ± 61
6 . a) –10 ± 85 –0.78, –19.22 b) –2.76, 0.36
5
7. B 8. C 9. 7
 Quadratic Functions and Equations Lesson #6:
Roots of Quadratic Equations - The Discriminant
Warm-Up #1 Review
Find the roots of the quadratic equation x 2 - 8x + 12 = 0 by each of the following methods:
i) by graphing ii) by factoring
y

iii) by completing the square iv) by the quadratic formula

Class Ex. #1 Discuss when each of the following methods might be appropriate or not appropriate for
solving a quadratic equation.
• by factoring using inspection or decomposition

• by quadratic formula

• by completing the square

• by graphing
 158 Quadratic Functions and Equations Lesson #6: The Discriminant

Class Ex. #2 2 3
Form a quadratic equation and solve. + = –1, a π 0
2
a a

Complete Assignment Questions #1 - #3

Warm-Up #2
Insert the missing values.
Equation #1 Equation #2 Equation #3

x 2 - 6x + 5 = 0 x 2 - 6x + 9 = 0 x 2 - 6x + 13 = 0

–b ± b 2 - 4ac –b ± b 2 - 4ac –b ± b 2 - 4ac

x= x= x=
2a 2a 2a

6± 6± 6±
x= x= x=
2 2 2

6± 6± 6±
= = =
2 2 2
6+ 6- 6+ 6-
= and = and
2 2 2 2
\ the roots are \ the roots are \ the roots are

x= and x = x= and x =
y y y y = x 2 - 6x + 13
y = x 2 - 6x + 9
15 15 15

y = x2 - 6x + 5
10 10 10

5 5 5

5
x 5
x 5
x
 Quadratic Functions and Equations Lesson #6: The Discriminant 159

The Nature of the Roots of a Quadratic Equation

The roots of a quadratic equation are represented by the x-intercepts of the graph of the
corresponding quadratic function.

The roots of a quadratic equation can be equal or unequal and real or non-real.

Consider the graphs from the previous page.

• In graph 1 the roots of the equation x 2 - 6x + 5 = 0 are real and unequal (distinct).

• In graph 2 the roots of the equation x 2 - 6x + 9 = 0 are real and equal.

• In graph 3 the roots of the equation x 2 - 6x + 13 = 0 are non-real.

The Discriminant

The nature of the roots of a quadratic equation can be determined without actually solving the
equation or drawing its graph.

The number b 2 - 4ac, which appears under the radical symbol in the quadratic formula can
be used to discriminate between the different types of roots and is called the discriminant.

discriminant = b 2 - 4ac

Class Ex. #3 a) Complete the table using the calculations from Warm-Up #2

Equation Roots Nature of Roots b 2 - 4ac

x 2 - 6x + 5 = 0

x 2 - 6x + 9 = 0

x 2 - 6x + 13 = 0

b ) Complete the following:

• If the discriminant b 2 - 4ac = 0 then the roots are ____________ and ____________ .

• If the discriminant b 2 - 4ac > 0 then the roots are ____________ and ____________ .

• If the discriminant b 2 - 4ac < 0 then the roots are ____________ .

 160 Quadratic Functions and Equations Lesson #6: The Discriminant

Class Ex. #4 Determine the nature of the roots of the following equations without solving or graphing.
a) 6x 2 - x - 1 = 0 b ) x 2 + 16 = 8x c) 5x 2 + 2x + 1 = 0.

Class Ex. #5
Determine for what value(s) of m the quadratic equation x 2 - 8x + m has:
a) real and distinct roots b ) real and equal roots c) non-real roots

Class Ex. #6
a) State a condition for b 2 - 4ac so that the equation ax 2 + bx + c = 0 has real roots.

b ) Show that the roots of the equation (m - 2)x 2 - (3m - 2)x + 2m = 0 are always real.

Complete Assignment Questions #4 - #12

 Quadratic Functions and Equations Lesson #6: The Discriminant 161

Assignment
1. Form a quadratic equation and solve. Answer to the nearest tenth.
1
a) x + = 3, x π 0 b ) (2x - 1)(3x + 2) = (x + 3)(2x + 1)
x

2. Form a quadratic equation and solve. Give answers as exact values in simplest form
4 2
a) 2 + =3 b ) 3x(x - 4) = 8 c) 3(x - 1)(x + 2) - (x 2 + 3) = 0
x x

3. Find a quadratic equation in simplest form which is equivalent to the given equation, but has
integral coefficients. Hence find the roots of the given equation to the nearest tenth.
x2 5
a) 1.4x 2 - 2.8x = 1.8 b) -x- =0
2 4
162 Quadratic Functions and Equations Lesson #6: The Discriminant

4. Find the value of the discriminant in each of the following equations.

a) x 2 + x + 9 = 0 b ) 3x 2 - 18x + 27 = 0

5. Determine the nature of the roots of the following equations without solving or graphing.
a) 2x 2 + 4x + 8 = 0 b ) 9x 2 - 24x + 16 = 0 c) –2x 2 - x + 3 = 0

d ) –2(x + 3)2 + 40 = 0 e) x 2 + 10 + 3x = 0 f) 4x 2 + 4x + 1 = 0

6. Determine for what value(s) of d the quadratic equation 5x 2 - 10x + d = 0 has:

a) real and distinct roots b ) real and equal roots c) non-real roots
 Quadratic Functions and Equations Lesson #6: The Discriminant 163

7. For what values of n does each equation have real roots?

a) nx 2 - 2x + 1 = 0 b ) 2x 2 + 20x + n = 0

8. For what values of a does the equation ax 2 + (2a - 3)x + a = 0 have non-real roots?

9. Show that the roots of the equation x(x - 3) = k 2 - 2, k Œ ¬, are always real.
 164 Quadratic Functions and Equations Lesson #6: The Discriminant

Use the following information for questions #10 and #11

Rosa was analyzing the following four functions:

I. f(x) = x 2 - x - 11 II. f(x) = 2x 2 - x + 3

III. f(x) = (3x - 1)(x - 2)(x + 3) IV. f(x) = 4x 2 - 12x + 9

Multiple 10. Which of these functions is a quadratic function with real and equal zeros?
Choice A. I
B. II
C. III
D. IV

11. Which of these functions is a quadratic function with no real zeros?

A. I
B. II
C. III
D. IV

Numerical 12. The discriminant for the quadratic equation 3x 2 - 8 - 7x = 0 is _____ .

Response
(Record your answer in the numerical response box from left to right)

Answer Key

1 . a) 0.4, 2.6 b ) –0.6, 2.1

1± 13 6 ± 2 15 3
2 . a) b) c ) –3,
3 3 2

3 . a) 7x2 - 14x - 9 = 0 , –0.5, 2.5 b ) 2x2 - 4x - 5 = 0, –0.9, 2.9

4 . a) –35 b) 0

5 . a) non-real b ) real and equal c ) real and unequal

d) real and unequal e ) non-real f ) real and equal

6 . a) d < 5 b) d = 5 c) d > 5

3
7 . a) n £ 1 b ) n £ 50 8. a> 4
9 . b 2 - 4ac = 1 + 4k 2 which is always positive. 10. D 11. B
12. 1 4 5
 Quadratic Functions and Equations Lesson #7:
Applications of Quadratic Functions - A Graphical Approach

Using A Graphing Calculator to Find Maximum or Minimum Values

1. Enter the equation of the function into Y1 and press GRAPH .

2. Access the CALC feature by entering 2nd then TRACE .

3. Select “minimum” or “maximum”.

4. On the bottom left hand side of the screen the calculator will ask for a left bound.
Select a value on the left side of the max/min point and press ENTER .

5. On the bottom left hand side of the screen the calculator will ask for a right bound.
Select a value on the right side of the max/min point and press ENTER .

6. On the bottom left hand side of the screen the calculator will ask for a guess.
Press ENTER . The y value will be the max/min answer.

Class Ex. #1 The height, h, in metres above the ground, of a projectile at any time, t, in seconds, after the
launch is defined by the function h(t) = –4t 2 + 48t + 3.

Use a graphing calculator to answer the following:

a) Sketch the relevant part of the parabola on the grid.

b ) Find the height of the projectile 3 seconds after the launch.

c) Find the maximum height reached by the projectile.

d ) How many seconds after the launch is the maximum height reached?

e) What was the height of the projectile at the launch?

f) Determine when the projectile hit the ground to the nearest tenth of a second.
 166 Quadratic Functions and Equations Lesson #7: Applications of Quadratic Functions - Graphical

Class Ex. #2 Last season, a struggling hockey club had only 7 200 season ticket holders. The owner of the
hockey club has decided to raise the price of a package of season tickets for the new season to
generate more revenue. The existing cost of a package of season tickets is $1 400. Before
raising the price of a package of season tickets, he hired a market research company to gather
data on the proposed increase. The research company reported that for every $25 increase in
price, approximately 100 season ticket holders would not renew their season tickets.

If the price increase is to be a multiple of $25, use the following procedure to determine what
price would maximize the revenue from season tickets.

a) Let x be the number of $25 increases from the

current price of a season ticket. Write
expressions in x for the cost of a package of
season tickets and the potential number of
season ticket holders.

b ) Use the results of a) to generate an expression which represents the revenue obtained.

c) Determine the price of a package of season tickets which would generate

maximum revenue.

d ) How many season ticket holders would there be if this plan was implemented?

e) How much more revenue would be generated if the plan in c) was implemented?
 Quadratic Functions and Equations Lesson #7: Applications of Quadratic Functions - Graphical 167

Class Ex. #3 Barry, a high school student, found that driving a truck can be a costly venture depending on
how fast he drives. He knew from his Mechanics class that if he drives his truck too slowly,
the cost per km is high because the engine does not run efficiently. He also knows from
Physics class that if he drives his truck too fast the cost per km is also high because of high
wind resistance. He accumulated the following data.

Speed (km/hr) 30 50 65 100 120

Cost per kilometre 27.4¢ 19.4¢ 16.0¢ 16.9¢ 22.9¢

a) If x represents the speed in km/h and 40

y represents the cost per km in cents,
plot the data on a Cartesian plane and cost per 30
join the points with a smooth curve. km (¢)
20

10

x
20 40 60 80 100 120
speed (km/hr)
b ) Looking at the graph Barry thought that the data could be modelled by a quadratic
function with equation y = ax 2 + bx + c.

Use the first, third, and fifth data points in the table to form a system of three equations in
the variables a, b, and c.

c) Use the matrix features of a graphing calculator to solve this system and write the
equation of the quadratic function which models the data. Answer to three decimal places.

d ) Which speed, to the nearest km/h, results in the lowest cost per kilometre? What is this
cost to the nearest tenth of a cent?

e) Does it make sense to extend the parabola to the left or right of the data points?

Complete Assignment Questions #1 - #7

168 Quadratic Functions and Equations Lesson #7: Applications of Quadratic Functions - Graphical

Assignment
1. A football punted during a high school football game followed the path of a parabola.
The path can be modelled by the function

d(t) = –5t 2 + 15t + 1, t ≥ 0

where t is the number of seconds which have elapsed since the football was punted.
d(t) is the number of metres above the ground after t seconds

a) Sketch the graph on the grid.

In the following questions, answer to the nearest hundredth

of a unit where necessary.

b ) What was the height of the football above the ground as the
punter makes contact with the football?

c) What was the height of the football above the ground 1 second after contact?

d ) What is the maximum height reached by the football?

What relation does this have to the vertex of the parabola?

e) How many seconds had elapsed when the football reached its maximum height?
What relation does this have to the vertex?

f) The punt is not fielded by the opposition and the football hits the ground. How many
seconds did it take for the football to hit the ground?

g) The original domain was given as t ≥ 0. Write a more accurate domain for the function
which describes the path of the football.
 Quadratic Functions and Equations Lesson #7: Applications of Quadratic Functions - Graphical 169

2. The cross section of a river, from one bank to the other, can be represented by the function
1 2 5
d(w) = w - w
14 7
where
d(w) is the depth, in metres, of the river w metres from the river bank.

a) Sketch the graph of the cross section of the river using a

graphing calculator.

b ) Determine the depth of the river 3 metres from the edge.

c) What is the maximum depth of the river, to the nearest

hundredth of a metre?

d ) How far from the edge of the river, to the nearest tenth of a metre, is
the deepest part of the river?

e) What is the width of the river to the nearest tenth of a metre?

3. Recall the following information from Class Ex. #2 on page 166.

The hockey club had 7 200 season ticket holders who each paid $1 400 for a package of
season tickets. The owner had suggested raising the price to generate more revenue, but
knew that the number of season ticket holders would be reduced.

The general manager suggested that more revenue might be obtained by decreasing the price
and thus attracting more fans to buy a package of season tickets. The research company
that the owner hired to explore the general manager’s suggestion, reported that for every
$50 decrease in price, approximately 400 new season ticket holders would be generated.

If the price decrease is to be a multiple of $50, determine the following:

a) The price of a package of season tickets which would generate maximum revenue.

b ) The number of season ticket holders which would be generated.

c) The revenue which would be generated if the plan in a) was implemented?

d ) What advice would you give the owner in regards to the direction he should take to
obtain maximum revenue?
170 Quadratic Functions and Equations Lesson #7: Applications of Quadratic Functions - Graphical

4. The cost of car insurance depends on many factors, one of which is the age of the driver.
Insurance companies know that younger drivers under the age of 25 and older drivers over
the age of 70 are statistically more likely to have accidents than drivers between the ages of
25 and 70. The following data shows the number of accidents of per million kilometres
driven by drivers of a particular age.
Age (x) 18 30 45 60 75
Number of Accidents (y) 5.2 3.1 2.2 2.8 4.7

y
a) If x represents the age of drivers and 8
y represents the number of accidents
per million kilometres driven, plot the
data on a Cartesian plane and join the # of 6
points with a smooth curve. accidents
4

x
20 30 40 50 60 70
age

b ) The data looks like it could be modelled by a quadratic function with equation
y = ax 2 + bx + c.

Use the first, third, and fifth data points in the table to form a system of three equations in
the variables a, b, and c.

c) Use the matrix features of a graphing calculator to solve this system and write the
equation of the quadratic function which models the data. Answer to four decimal places.

d ) What age, to the nearest year, results in the lowest number of accidents per million
kilometres? What is this number of accidents, to the nearest tenth?

e) Based on this model, who is more likely to have an accident - a 17 year old student
or a 79 year old senior?
 Quadratic Functions and Equations Lesson #7: Applications of Quadratic Functions - Graphical 171

5. Luigi owns a potato farm in southern Alberta. Each year he faces a dilemma as to when to
harvest his crop of potatoes. He know that if he harvests early, the price will be high but his
yield will be low and if he harvests late, the price will be low but the yield will be high.
From past experience, he knows that if he harvests on July 15, he can expect
approximately 2000 kg of potatoes which he could sell at $0.60 per kg.
For each week he waits after July 15, he can expect an extra 400 kg of potatoes, but the
price will reduce by $0.05 per kg.

When should he harvest his crop for maximum revenue?

Use the following information to answer questions #6 and #7

Researchers predict that the world population will peak sometime during
the 21st century before starting to decline. In the year 2000, the world population
was approximately 6 100 000 000 (or 6.1 billion).

The following model has been suggested as an approximate relationship

(up to the year 2100), between the number of years, x, since the year 2000
and the world population, y.

The equation of the relationship is y = –595 000x 2 + 83 000 000x + 6 100 000 000

6. The world population is expected to peak in the year _____ .

(Record your answer in the numerical response box from left to right)

7. The maximum population, to the nearest tenth of a billion, is expected to be _____ .

(Record your answer in the numerical response box from left to right)
172 Quadratic Functions and Equations Lesson #7: Applications of Quadratic Functions - Graphical

Answer Key

1 . b ) 1 metre c ) 11 metres d) 12.25 metres. It is the y-coordinate of the vertex

e ) 1.50 seconds. It is the x-coordinate of the vertex. f ) 3.07 seconds g ) 0 £ t £ 3.07

2 . b ) 1.5 metres c ) 1.79 metres d) 5.0 metres e ) 10.0 metres

3 . a) $1,150.00 b ) 9 200 c ) $10,580 000

d) It would be better to reduce the price to $1,150 than to increase the price to $1,600.00

4 . b ) 324a + 18b + c = 5.2, c ) a = 0.0034 b = -0.3260 c = 9.9632

2025a + 45b + c = 2.2 d) 48 years, 2.1 accidents
5625a + 75b + c =4 .7 e ) both are about equally likely

5 . 3 12 weeks after July 15. 6. 2 0 6 9 7. 9 . 0

 Quadratic Functions and Equations Lesson #8:
Applications of Quadratic Functions - An Algebraic Approach

Maximum/Minimum Applications

Review
The standard form of quadratic functions is useful to solve, analyze, and interpret problems
which involve the shape of a parabola. Complete the following statements of the standard
form of parabola y = a(x - p)2 + q as a review for this lesson.

a) The coordinates of the vertex are _______ .

b ) When a___0, the maximum value is _____ .

When a___0, the minimum value is _____ .

c) The equation of the axis of symmetry is _______ .

In this lesson all the questions are intended to be completed algebraically.

Class Ex. #1 Consider the following information taken from Lesson 7, page 165, Class Ex. #1.

“ The height, h, in metres above the ground, of a projectile at any time, t, in seconds, after the
launch is defined by the function h(t) = –4t 2 + 48t + 3.”

a) Complete the square to write h in standard form.

b ) Find the height of the projectile 3 seconds after the launch.

c) Find the maximum height reached by the projectile.

d ) How many seconds after the launch is the maximum height reached?

e) What was the height of the projectile at the launch?

f) Determine when the projectile hits the ground to the nearest tenth of a second.

g) Compare the answers from b) - f) with those on page 165.

 174 Quadratic Functions and Equations Lesson #8: Applications of Quadratic Functions - Algebraic

Class Ex. #2 A rancher has 300 m of fencing with which to form a rectangular corral (an enclosure for
confining livestock), one of whose sides is an existing wall which does not require fencing.
a) If two of the sides of the rectangle are each x metres in length, show that the area of the
corral can be expressed in the form A(x) = 300x - 2x 2.

b ) Use the method of completing the square to determine the maximum area possible.

c) State the dimensions of the rectangle which gives the maximum area.

Class Ex. #3 Ashley was asked by her Math teacher to find two numbers which differ by 8 and whose
product is a minimum.

a) If x represents the smaller number, write a quadratic expression in x for the product of the
two numbers.

b ) Write the product in completed square form.

c) Determine the numbers and the minimum product.

Complete Assignment Questions #1 - #9

 Quadratic Functions and Equations Lesson #8: Applications of Quadratic Functions - Algebraic 175

Extension: The Vertex Formula

The coordinates of the vertex of the graph of a quadratic function f(x) = ax 2 + bx + c can be
found by completing the square as follows:

f(x) = ax 2 + bx + c

Ê b ˆ˜
= a ÁÁË x 2 + x ˜¯ + c
a
Ê b b2 ˆ
b2
= aÁx 2 + x+ - ˜ +c
ËÁ a 4a 2 4a 2 ¯˜
Ê b b2 ˆ b2
= aÁx 2 + x+ ˜ + c -
ËÁ a 4a 2 ¯˜ 4a
2 Ê –b 4ac - b 2 ˆ
Ê b ˆ 4ac - b 2
= a ÁÁ x + ˜˜ + Vertex = ËÁÁ , ˜
Ë 2a ¯ 4a 2a 4a ¯˜
4ac - b 2
Maximum / Minimum value =
4a

Class Ex. #4 Use an appropriate procedure to determine the coordinates of the vertex of the graph of each
of the following functions. State the maximum or minimum value of each function.
a) f(x) = 2(x + 5)2 + 8 b ) P(x) = –2x 2 + 12x - 13

Complete Assignment Question #10

176 Quadratic Functions and Equations Lesson #8: Applications of Quadratic Functions - Algebraic

Assignment
In this assignment all the questions are intended to be completed algebraically.
1. At a local golf course, on the par 3, eighth hole, Linda used a seven iron to reach the green.
Her golf ball followed the path of a parabola, approximated by the function
h(t) = –5t 2 + 25t + 0.05
where t is the number of seconds which have elapsed since Linda hit the ball, and,
h(t) is the height, in metres, of the ball above the ground after t seconds.

a) Write the function in standard form.

b ) Find the height of the golf ball 2 seconds after the ball is hit.

c) Find the maximum height reached by the golf ball.

d ) How many seconds did it take for the golf ball to reach its maximum height?

e) How high, in centimetres, did Linda tee up her golf ball before she hit it?

f) How long, to the nearest tenth of a second, did it take for the golf ball to hit the ground?

29
2. The sum of a number, x, and its reciprocal, is . Form an equation and find the
10
original number.
 Quadratic Functions and Equations Lesson #8: Applications of Quadratic Functions - Algebraic 177

3. The perimeter of a rectangular plot of land is 84 metres and its area is 320 metres2. If the
length of the plot is represented by x metres, form a quadratic equation in x, and solve it to
find the length and width of the plot.

4. The paved walkway from the main school building to the Physical Education block at a
school is “L” shaped with the total distance being 180 metres. A student, taking a short cut
diagonally across the grass, shortens the distance to 130 m.

a) Draw a sketch to illustrate this information.

b ) If one of the “L” shaped sides has a length of x metres, state the length of the other
“L” shaped side in terms of x.

c) Use the Pythagorean Theorem to write a quadratic equation in x and hence solve to find
the length of the two legs of the paved walkway. Answer to the nearest tenth of a metre.
 178 Quadratic Functions and Equations Lesson #8: Applications of Quadratic Functions - Algebraic

5. A stone is thrown vertically upward at a speed of 22 m/s. Its height, h metres, after t
seconds, is given approximately by the function h(t) = 22t - 5t 2.
Use this formula to find, to the nearest tenth of a second, when the stone is 15 metres up
and explain the double answer.

Multiple 6. Two numbers have a difference of 20. When the squares of the numbers are added
Choice together, the result is a minimum. The larger of the two numbers is

A. 0

B. 10

C. 20

D. 30

Numerical 7. A springboard diver’s height, in metres, above the water, is given by the formula
Response h(t) = –5t 2 + 8t + 4

where t is the number of seconds which have elapsed since the start of the dive, and,
h(t) is the height, in metres, of the diver above the water after t seconds.

The time taken, to the nearest tenth of a second, for the diver to enter the water is _____ .

(Record your answer in the numerical response box from left to right)
 Quadratic Functions and Equations Lesson #8: Applications of Quadratic Functions - Algebraic 179

8. One positive integer is 3 greater than 4 times another positive integer. If the product of the
two integers is 76, then the sum of the two integers is _____ .

(Record your answer in the numerical response box from left to right)

9. A whole number is multiplied by 5 and added to 3 times its reciprocal to give a sum of 16.
The number is _____ .

(Record your answer in the numerical response box from left to right)

10. Use the vertex formula to determine the coordinates of the vertex of the graph of each of
the following functions. State the maximum or minimum value of each function.
a) f(x) = 5x 2 + 3x - 2 b ) f(x) = –3x 2 - 7x - 1 c) f(x) = x 2 + 9x + 4

Answer Key
1 . a) h(t) = –5(t - 2.5)2 + 31.3 b ) 30.05 metres c ) 31.3 metres
d) 2.5 seconds e ) 5 cm f ) 5.0 seconds

2 5
2. 5 or 2

3 . length = 32 metres, width = 10 metres

4 . b ) (180 - x) metres c ) 2x2 - 360x + 15500 = 0, 108.7m and 71.3m

5 . 0.8 seconds and 3.6 seconds. There are two answers as the stone goes up and then comes down.

6. B 7. 2 . 0 8. 2 3 9. 3

3
, – 49 49
b ) vertex ÊË– 76 , 37 ˆ 37
10. a) vertex ÊË– 10 ˆ
20 ¯˜ minimum value is – 20 12 ¯˜ maximum value is 12
Á Á
c ) vertex ÊË– 92 , – 65 ˆ 65
Á 4 ¯˜ minimum value is – 4
180 Quadratic Functions and Equations Lesson #8: Applications of Quadratic Functions - Algebraic
 Quadratic Functions and Equations Lesson #9:
Quadratic Inequalities
Quadratic Inequality

An inequality is a mathematical statement which includes one of the following symbols.

< > £ ≥

A quadratic inequality takes one of the following forms:

• ax 2 + bx + c < 0 • ax 2 + bx + c £ 0
• ax 2 + bx + c > 0 • ax 2 + bx + c ≥ 0

Solving Quadratic Inequalities by Graphing

x 2 + 2x - 8 > 0 and x 2 + 2x - 8 < 0 are 10 y

quadratic inequalities whose solutions can be
determined from the graph of the associated y = x 2 + 2x - 8
function f(x) = x 2 + 2x - 8. 5
The graph of the function whose equation is y>0
y = x 2 + 2x - 8 is shown.
The x-intercepts are –4 and 2. x
-10 -5 5 10
y<0
The x-coordinates of the points on the part of
the graph which is above the x-axis give the
-5
solution to the inequality x 2 + 2x - 8 > 0.

The x-coordinates of the points on the part of -10

the graph which is below the x-axis give the
solution to the inequality x 2 + 2x - 8 < 0.

Class Ex. #1 Complete the following using the above graph:

a) The solution to the inequality x 2 + 2x - 8 > 0 is _____________ or _____________ .

b ) The solution to the inequality x 2 + 2x - 8 < 0 is _____________ .

Note The solution in a) can be represented on a number line as

x
–4 2
The solution in b) can be represented on a number line as
x
–4 2
 182 Quadratic Functions and Equations Lesson #9: Quadratic Inequalities

Class Ex. #2
a) Solve the inequality 12 + 4x - x 2 ≥ 0.

b ) Show the solution on a number line.

c) State the solution to the inequality 12 + 4x - x 2 £ 0

Complete Assignment Questions #1 - #4

Solving Quadratic Inequalities Algebraically

Colin wondered if he could solve the inequality x 2 + 2x - 8 > 0 from Class Ex. #1 without
drawing a graph.

His work is shown below.

x 2 + 2x - 8 > 0

(x + 4)(x - 2) > 0

x + 4 > 0 and x-2>0

x > –4 and x > 2

He concluded that the solution was x > 2.

When he checked his answer with Class Ex. #1 he discovered that he only
had part of the solution.

Class Ex. #3 Explain why Colin’s process did not produce the complete solution and determine the correct
solution algebraically.
 Quadratic Functions and Equations Lesson #9: Quadratic Inequalities 183

Class Ex. #4
Solve the inequality x 2 - x - 20 £ 0 by an algebraic process similar to Class Ex. #3.

Alternative Method to Solving Quadratic Inequalities Algebraically

Colin’s elder brother who had just completed high school, showed him a different method
which was useful in solving more complicated inequalities.

The method for solving x 2 + 2x - 8 > 0 is shown below.

Step 1: Factor the quadratic expression. (x + 4)(x - 2) > 0

Step 2: Determine the zeros of the quadratic expression. –4 and 2

Step 3: Use a chart which shows the sign of each factor (+, 0, –)
to the left and right of each of the zeros.

x Æ –4 Æ 2 Æ
x+4 – 0 + + +
x-2 – – – 0 +
Product + 0 – 0 +

Step 4: Since the original inequality symbol is > 0, look for the solution under the + in the
product row. The solution is x < –4 or x > 2.

Note Although this method may appear complex at first, it certainly makes the solution to
polynomial inequalities easier to understand and is used in calculus courses in higher level
math courses.

Class Ex. #5
Use the above chart to state the solution to the inequality x 2 + 2x - 8 < 0.
 184 Quadratic Functions and Equations Lesson #9: Quadratic Inequalities

Class Ex. #6
Solve the inequality 2x 2 - 13x + 6 £ 0 by an algebraic technique.

Complete Assignment Questions #5 - #9

Assignment
1. The graph of y = x 2 - 9 is shown. 10 y
Write the solution to each of the following.
y = x2 - 9
2
a) x - 9 = 0
5

x
b ) x2 - 9 £ 0 -10 -5 5 10

-5
2
c) x - 9 ≥ 0

-10
 Quadratic Functions and Equations Lesson #9: Quadratic Inequalities 185

1 2
2. The graph of y = – x 2 + x + 7 is shown. y 1 2
5 5 y = – x2 + x + 7
5 5
Write the solution to each of the following.
5
1 2
a) – x 2 + x + 7 = 0
5 5

x
-5 5

1 2
b ) – x2 + x + 7 < 0
5 5 -5

1 2
c) – x 2 + x + 7 > 0
5 5

3. Use a graph to solve each of the following inequalities and show the solution
on a number line.

a) x 2 - 4x + 3 < 0 b) 2 + x - x2 ≥ 0 c) 2x 2 + 7x > –5

d ) x 2 + 4x > 0 e) x 2 - 6x + 9 £ 0 f) –4x 2 - 8x + 21 < 0

4. Use a graph to solve each of the following inequalities. Answer to the nearest tenth.

a) x 2 - 6x + 1 > 0 b ) 7 + 2x - x 2 ≥ 0 c) 3x 2 - 9x < 4
186 Quadratic Functions and Equations Lesson #9: Quadratic Inequalities

5. Solve each of the following inequalities algebraically.

a) x 2 - 7x + 10 > 0 b ) x 2 + 5x - 14 < 0

c) 2x 2 - x - 15 ≥ 0 d ) x 2 - 9x £ 0

e) 3x 2 + 5x - 2 > 0 f) 24 - 2x - x 2 < 0
 Quadratic Functions and Equations Lesson #9: Quadratic Inequalities 187

6. In each case write a quadratic inequality which has the solution given.

a) –5 £ x £ –1 b ) x < -2 or x > 3

7. The height, h metres, of an object, at time t seconds, is given by the equation h = 60t - 5t 2.

a) Find t when h = 0.

b ) Explain why the height of the object cannot be greater than 180 metres.

c) Find the interval for t such that h ≥ 100.

8. Consider the equation f(x) = x 2 + mx + 4. Determine the range of values of m for which the
equation has two unequal roots.
 188 Quadratic Functions and Equations Lesson #9: Quadratic Inequalities

Multiple 9. Consider the number line shown

Choice x
–1 3
The inequality which has the solution shown is

A. (x - 1)(x + 3) £ 0
B. (x - 1)(x + 3) ≥ 0
C. (x + 1)(x - 3) £ 0
D. (x + 1)(x - 3) ≥ 0

Answer Key

1 . a) x = –3 or 3 b ) –3 £ x £ 3 c ) x £ –3 or x ≥ 3

2 . a) x = –5 or 7 b ) x < –5 or x > 7 c ) –5 < x < 7

3 . a) 1 < x < 3 b ) –1 £ x £ 2 c ) x < – 52 or x > –1

x < – 72 or x > 3
d) x < –4 or x > 0 e) x = 3 f) 2

4 . a) x < 0.2 or x > 5.8 b ) –1.8 £ x £ 3.8 c ) –0.4 < x < 3.4

5 . a) x < 2 or x > 5 b ) –7 < x < 2 c ) x £ – 52 or x ≥ 3

1
d) 0 £ x £ 9 e ) x < –2 or x > 3 f) x < –6 or x > 4

6 . a) x2 + 6x + 5 £ 0 b ) x2 - x - 6 > 0

7 . a) t = 0 or t = 12 b ) The maximum height is at t = 6, where h = 180 c ) 2 £ t £ 10

8 . m < –4 or m > 4 9. C
 Polynomial Functions and Equations Lesson #1:
Polynomial Functions
Polynomial Function

A polynomial function is a type of function in the form

f(x) = anx n + an - 1x n - 1 + an - 2x n - 2 + ... + a2x 2 + a1x + a0,

where
• a0, a1, a2, ... an are real numbers,
• an π 0,
• and n Œ W, (that is the exponents are non-negative integers)

The values, a1, a2, ... an are called coefficients. The coefficient of the highest power of x, an, is
called the leading coefficient and a0 is the constant term. The value of n is the degree of the
polynomial.

Class Ex. #1
Consider the polynomial f(x) = x 4 + 7x 3 - 8x 2 + 5. State:

a) the degree of the polynomial

b ) the leading coefficient

c) the constant term

Recognizing a Polynomial Function

Expressions containing roots of variables, negative or fractional powers of a variable, or any

coefficient which is non-real are NOT polynomial functions.

Class Ex. #2 State whether or not the following are polynomial functions. If they are not polynomial
functions explain why.
1
a) f(x) = - 5x 3 + x 2
-4

b) g(x) = 2x 2 - 7x -1 - 3

c) P(x) = x 4 + 9029x 3 - 17 x 2 + 3897

d) P(x) = 5x 3 - 3x 2 + 2x - 4

e) P(x) = 5x 3 - 3x 2 + 2x - 4

x+3
f) P(x) =
x+2

g) P(x) = 3 x3 - –3 x
 190 Polynomial Functions and Equations Lesson #1: Polynomial Functions

Degree, Leading Coefficient, and Constant Term

Sometimes a polynomial function can be in a “disguised” form.

Class Ex. #3 State the degree, the leading coefficient, and the constant term of each polynomial function.

a) f(x) = 34x 2 - 25x 3 + 2x - 39 b ) f(x) = (5x - 1)(2x + 7)

degreeÆ degreeÆ
leading coefficientÆ leading coefficientÆ
constantÆ constantÆ

c) P(x) = 2(3x - 1)2(5x 2 - x + 1) d) P(x) = 2(3x - 1)2 + (5x 2 - x + 1)

degreeÆ degreeÆ
leading coefficientÆ leading coefficientÆ
constantÆ constantÆ

Types of Common Polynomial Functions

Class Ex. #4 Consider the polynomial function P(x) = 7.

a) Explain why the polynomial function P(x) = 7 has a degree of zero.

b ) Explain why this type of function is called a constant function.

Class Ex. #5 Complete the chart.

Polynomial Function Degree Type
P(x) = c
P(x) = ax + b, aπ0

P(x) = ax 2 + bx + c, aπ0

P(x) = ax 3 + bx 2 + cx + d, aπ0 cubic

P(x) = ax 4 + bx 3 + cx 2 + dx + e, aπ0 quartic

 Polynomial Functions and Equations Lesson #1: Polynomial Functions 191

Note Polynomial functions can also be classified according to their coefficients. For example,

• 3x 4 - 5x 2 + x + 7 is an integral polynomial function.

2 2
• 3x 4 - x + x + 7 is a rational polynomial function.
5

2 2
• 3 x4 - x + x + 7 is a real polynomial function.
5

Class Ex. #6
If P(x) = -3x 2 + ax + 8 and P(1) = -9, then find the value of a.

Class Ex. #7
Determine the values of a and b in P(x) = -2x 2 + ax + b if P(2) = -18 and P(-3) = -13

Complete Assignment Questions #1 - #15

192 Polynomial Functions and Equations Lesson #1: Polynomial Functions

Assignment
1. Which are not polynomial functions of x? Explain.
1 x-3
a) P(x) = x 2 + 5x b) f(x) = x -4 + x 3 c) g(x) =
2 x-1

d) P(x) = x + 3x - 1 e) g(x) = 4( x - 1)( x + 1)

f) P(x) = 10x 4 + 3x g) P(x) = x2 + 4 h ) P(x) = 3x + 1

2. State the degree, leading coefficient and constant term for each of the following polynomial
functions.
a) P(x) = 5x 3 - 7x 4 + 2 b) P(x) = (x + 1)(x + 2)(x - 3)

degreeÆ degreeÆ
leading coefficientÆ leading coefficientÆ
constantÆ constantÆ

c) P(x) = 4(4x + 1)2(2x 2 - x + 5) d ) P(x) = 3(4x + 1)2 - (4x 2 + x - 1)

degreeÆ degreeÆ
leading coefficientÆ leading coefficientÆ
constantÆ constantÆ

e) P(x) = 4x 2 - x 4 + 2x 3 + x 4 f) g(x) = -5(2x 3 + 3x - 2)4

degreeÆ degreeÆ
leading coefficientÆ leading coefficientÆ
constantÆ constantÆ
 Polynomial Functions and Equations Lesson #1: Polynomial Functions 193

3. Which of the following is a polynomial of degree 5?

3
a) 5x 4 + 5x b) 5 + 5 c) x 2 - 3x 5 + x - 4
x

d ) x 5 - 2x 7 e) 2x 5 + 3x - 7x -3 f) (x 2 + 3)(x 3 + 4)

4. For each polynomial, use substitution to find the indicated value.

Ê1ˆ
a) P(x) = 3x 3 - 5x 2 - 2; P(-3) b ) P(x) = 4x 4 - x 3 - x + 3; PÁÁË ˜˜¯
2

5. Which of the following are polynomial functions when simplified? For those which are,
answer the following:

i) Write the expression in simplest polynomial form in descending powers of x.

ii) Name the type of polynomial (integral, rational, real) according to its coefficients.
iii) State the degree, leading coefficient, and constant term.

a) P(x) = 3x -4 + 2x 3 - 3x -4 + 2x 3 b ) P(x) = 2x 2 - 3x -1 + 5x 2 + 7x -1

7x 3 - 3x 2 + 2x
c) P(x) = d ) P(x) = 3 - 10x 2 + 3x 4
2

e) P(x) = 8x 5 - 36x + 2 f) P(x) = ÊË 3x- 2 ˆ¯ ÊË 3x+ 2 ˆ¯

 194 Polynomial Functions and Equations Lesson #1: Polynomial Functions

6. Determine the values of a and b in P(x) = ax 3 + bx 2 + 3x - 4 if P(1) = -2 and P(2) = 2.

7. Determine the values of a, b, and c in P(x) = ax 2 + bx + c if P(0) = 1, P(1) = 6,

and P(-1) = 2.

8. Determine the values of p, q, and r in P(x) = px 3 + qx + r if P(0) = 2, P(2) = 3,

and P(-1) = 5.

Multiple 9. Which of the following is an integral polynomial of degree 4?

Choice
1
A. 2x 4 - x 2 + 1
3

B. x + x 2 + 3x 4

x 4 + 2x
C.
x

D. 3x 6 + 2x 4 + 2x + 1
 Polynomial Functions and Equations Lesson #1: Polynomial Functions 195

Use the following functions to answer questions #10 - #13

A. f(x) = (x - 1)(2x + 3)2 (4 - x)

B. g(x) = 2x 4 - 3x 5 + x 3 - 7x 2 + 2x - 3

C. h(x) = 3x 3 - 2x 2 + 4x –1 + 14

1
D. P(x) = –5x 2 + x + 3x 3 + 36
2

10. Which one of these functions is a polynomial function with a leading coefficient of 3?

11. Which one of these functions is a polynomial function with a degree of 4?

12. Which one of these functions would be classified as an integral polynomial function?

13. Which one of these functions has a constant term of –36?

Numerical 14. Consider the polynomial function P(x) = px 3 + qx + r, where P(0) = 1, P(1) = 3,
Response and P(–2) = –33. The value of p, to the nearest tenth, is _____ .
(Record your answer in the numerical response box from left to right)

15. The degree of the polynomial 4(x + 1)3 + (x 3 - 2)2 - x 2(x 4 + 12) is _____ .

(Record your answer in the numerical response box from left to right)
196 Polynomial Functions and Equations Lesson #1: Polynomial Functions

Answer Key

1 . No to b,c,d,g,h

2 . a) 4, -7, 2 b ) 3, 1, -6 c ) 4, 128, 20
d) 2, 44, 4 e ) 3, 2, 0 f ) 12, -80, –80
21
3 . c, f 4 . a) -128 b)
8
5 . a) (i) P(x) = 4x 3 (ii) integral (iii) 3, 4, 0
b) not a polynomial function
7 3 7
c) (i) P(x) = x 3 - x 2 + x (ii) rational (iii) 3, ,0
2 2 2
d) (i) P(x) = 3x 4 - 10 x + 3 (ii) real (iii) 4, 3, 3
e) not a polynomial function
f) (i) P(x) = 3x 2 - 2 (ii) integral (iii) 2, 3, -2

7 25
6 . a = 1, b = -2 7 . a = 3, b = 2, c = 1 8. p= ,q=- ,r=2
6 6
9. B 10. D 11. A

12. A 13. A 14. 5 . 0 15. 1

 Polynomial Functions and Equations Lesson #2:
The Division Algorithm and Synthetic Division
Warm-Up
In order to help us understand today’s lesson, do the following review examples.

a) Divide 5773 by 25 using long division b ) divide 5775 by 25 using long division

c) Label the quotient, the divisor, the dividend, and the remainder in a) and b)

d ) Complete the following:

i ) 5773 = 25 ¥ ________ + ________ ii) 5775 = 25 ¥ ________ + ________

e) In which of the above examples is 25 a factor of the dividend? Explain why.

Class Ex. #1
a) Use long division to divide f(x) = 3x 3 + 4x - 5 by x - 1. Label the quotient, the divisor,
the dividend and the remainder.

b ) Complete the following:

i ) 3x 3 + 4x - 5 = (x - 1) ¥ ________________ + ______ .

The polynomial = the divisor ¥ the quotient + the remainder.

Note When dividing polynomials, the degree of the remainder must be less than the degree of the
divisor.
 198 Polynomial Functions and Equations Lesson #2: The Division Algorithm and Synthetic Division

The Division Algorithm

When a polynomial P(x) is divided by a polynomial D(x), there exist unique polynomials
Q(x) and R(x) such that
P(x) = D(x).Q(x) + R(x).

• If R(x) = 0, then D(x) and Q(x) are both factors of P(x).

• If R(x) π 0, then D(x) and Q(x) are not factors of P(x) and the degree of R(x) is less than
the degree of D(x).

Class Ex. #2 Use the division algorithm to determine the polynomial P(x).

x2 + 4
2x - 3 P(x)
-2

Synthetic Division

Synthetic division is a technique for dividing a polynomial by a linear binomial, which is

much quicker than using long division.

Class Ex. #3
Use synthetic division to divide P(x) = 4x 3 - 3x 2 - 5x - 15 by x - 2 and express the
polynomial in the form of the division algorithm.

Class Ex. #4 a) Use synthetic division to find the quotient and remainder when
P(x) = x 4 + 2x 2 - 2x + 1 is divided by x + 1.

b ) Find the value of P(-1). c) Comment on the answers to a) and b).

 Polynomial Functions and Equations Lesson #2: The Division Algorithm and Synthetic Division 199

Class Ex. #5 If x + 3 is the divisor in the following synthetic division, calculate the values of m and p.

2 2 -m 16
n
2 2m p

Complete Assignment Questions #1 - #13

Assignment
1. In the synthetic division below, a polynomial P(x) is divided by x - 2.
1 -2 6 3

1 0 6 15
a) State the polynomial P(x).

b ) State the quotient.

c) State the remainder.

d ) Write the above synthetic division in the form of the division algorithm.

2. Use synthetic division to divide the polynomial by the binomial and express each in the
form P(x) = D(x).Q(x) + R(x).
a) x 3 + 2x 2 + 3x + 6; x - 2 b) 2x 3 - 4x 2 - 5x + 9; x + 2

c) x 4 - x 2 + 7; x+1 d ) 2y 4 - y 5 - y 3 + 4y; y-3

200 Polynomial Functions and Equations Lesson #2: The Division Algorithm and Synthetic Division

3. Find p, q, and r in the synthetic division below in which the divisor is x - 1.

2 3 q 1

2 p 7 r

4. Find m and n in the synthetic division below in which the divisor is x + 2.

2 m -3 n

-4 m

5. Find the remainder on dividing x 3 - 3x 2 + x + 8 by x - 2. Compare this with f(2) where

f(x) = x 3 - 3x 2 + x + 8.

6. Find the remainder on dividing 12 - 5x + 3x 2 + 2x 3 by x + 3. Compare this with P(-3)

where P(x) = 12 - 5x + 3x 2 + 2x 3.

7. In each case determine the polynomial P(x).

2x 3x - 2
2
a) x + 3 P(x) b) x - 3x + 2 P(x)

-1 x+7
 Polynomial Functions and Equations Lesson #2: The Division Algorithm and Synthetic Division 201

8. Given that the degree of D(x) = 4, state the possible degrees of R(x) in
P(x) = D(x).Q(x) + R(x).

9. When the polynomial function P(x) = 6x 3 - x 2 + 19x + p is divided by 3x - 2,

the quotient is 2x 2 + x + 7 and the remainder is 3. Use the division algorithm to find
the value of p.

Multiple 10. When 5x 2 - 6x 3 + 4x - 5 is divided by x + 1, the remainder is

Choice
A. 2
B. –2
C. 20
D. –20

Numerical 11. When the polynomial 2x 3 - 5x 2 + ax - 5 is divided by x - 3, the remainder is 16.

Response The value of a is _____ .

(Record your answer in the numerical response box from left to right)

12. The value of b in the following synthetic division where the divisor is x + 1 is _____ .

3 –4 3 –b

3 c a –25

(Record your answer in the numerical response box from left to right)

13. The value of a + b + c + d + e + f in the following synthetic division where the

divisor is x - 2 is _____ .

a 3 –5 –2 1
b d f

c e 1

(Record your answer in the numerical response box from left to right)
202 Polynomial Functions and Equations Lesson #2: The Division Algorithm and Synthetic Division

Answer Key

1 . a) x 3 - 2x 2 + 6x + 3
b) x2 + 6
c) 15
d) x 3 - 2x 2 + 6x + 3 = (x - 2)(x 2 + 6) + 15

2 . a) x 3 + 2x 2 + 3x + 6 = (x - 2)(x 2 + 4x + 11) + 28
b) 2x 3 - 4x 2 - 5x + 9 = (x + 2)(2x 2 - 8x + 11) - 13
c) x 4 - x 2 + 7 = (x + 1)(x 3 - x 2) + 7
d) –y 5 + 2y 4 - y 3 + 4y = (y - 3)(–y 4 - y 3 - 4y 2 - 12y - 32) - 96

3 . p = 5, q = 2, r = 8 4 . m = 0, n = 10 5 . 6, 6 6 . 0, 0

7 . a) 2x 2 + 6x - 1
b ) 3x 3 - 11x 2 + 13x + 3

8 . 0, 1, 2, 3 9 . –11 10. A

11. 4 12. 1 5 13. 1 1

Polynomial Functions and Equations Lesson #3:
The Remainder Theorem and the Factor Theorem
Warm-Up

a) Use synthetic division to divide Calculate P(-1) in

P(x) = x 3 - 2x 2 - 4 by x + 1 P(x) = x 3 - 2x 2 - 4

b ) Use synthetic division to divide Calculate P(2) in

P(x) = x 2 - 2x - 5 by x - 2 P(x) = x 2 - 2x - 5

c) Complete the following statements based on your observations in a) and b).

• When P(x) = x 3 - 2x 2 - 4 is divided by x + 1, the __________ is equal to P( ).

• When P(x) = x 2 - 2x - 5 is divided by x - 2, the __________ is equal to P( ).

The Remainder Theorem

When a polynomial function, P(x), is divided by a binomial, (x - a), the

remainder obtained is equal to the value of the polynomial when x = a,
i.e. the remainder is P(a).

Proof:
The division algorithm states P(x) = D(x).Q(x) + R(x).

Using x - a as the divisor, we get P(x) = (x - a).Q(x) + R(x)

To find P(a) we can substitute a for x to get

P(a) = (a - a).Q(a) + R

= 0.Q(a) + R

=0+R

\ P(a) = R which is what the remainder theorem states.

 204 Polynomial Functions and Equations Lesson #3: The Remainder Theorem and the Factor Theorem

Class Ex. #1
Use the remainder theorem to find the remainder when P(x) = 6x 3 - 4x 2 + 8x + 6
is divided by x + 1.

Class Ex. #2
Find a if the remainder is 131 when P(x) = 2x 4 - x 3 - ax + 8 is divided by x - 3;

a) using synthetic division b ) using the remainder theorem

Class Ex. #3
Find the coefficients d and c in P(x) = 2x 4 + dx 3 - cx 2 + 5x - 8 if the remainder is -41 when
divided by x + 3 and the remainder is 74 when divided by x - 2.

Complete Assignment Questions #1 - #4

 Polynomial Functions and Equations Lesson #3: The Remainder Theorem and the Factor Theorem 205

The Factor Theorem

The binomial x - a is a factor of the polynomial function P(x) if and only if P(a) = 0.
Note that a is then a zero of the polynomial function P(x).

Class Ex. #4
Show that x - 4 is a factor of P(x) = x 2 + 2x - 24 by using

a) synthetic division b ) the factor theorem

Class Ex. #5 Write a binomial factor with integral coefficients of the polynomial P(x) if;

Ê 2ˆ
a) P(3) = 0 b ) PÁÁË – ˜˜¯ = 0
3

Class Ex. #6 If P(5) = P(-2) = 0, determine a second degree factor of the polynomial P(x).

Class Ex. #7
Use the factor theorem to determine which of the following is a factor of 4x 3 - 16x 2 - x + 4.

a) x + 2 b ) 2x - 1
 206 Polynomial Functions and Equations Lesson #3: The Remainder Theorem and the Factor Theorem

Class Ex. #8
Show that 1 is a root of the equation x 3 - 9x 2 + 20x - 12 = 0 and find the other roots.

Note Class Ex. #8 shows that if the sum of the coefficients of a polynomial function is equal to
zero, then 1 is a zero of the function.

Complete Assignment Questions #5 - #16

Assignment
1. Use the remainder theorem to find the remainder when each of the following polynomials is
divided by the binomial.

a) P(x) = 3x 3 - x 2 + 2x + 1 b ) P(x) = x 4 + x 2 - 8x + 5
is divided by x + 5. is divided by x - 4.

2. Find the values of p and q if x 3 + px + q yields remainders of -3 and 2 when divided

by x - 2 and x + 1 respectively.
 Polynomial Functions and Equations Lesson #3: The Remainder Theorem and the Factor Theorem 207

3. When P(x) = x 4 + mx 3 - nx 2 + 28x - 24 is divided by x - 3, the remainder is 6.

If P(1) = –4, find the values of m and n.

4. When x 4 + ax 2 - 16 is divided by x + 1, the remainder is –14.

What is the remainder when x 4 + ax 2 - 16 is divided by x - 2 ?

5. If x - a is a factor of the polynomial P(x), what is the remainder obtained when P(x) is
divided by x - a?

6. Which of the following are factors of P(x) = x 3 - 4x 2 - x + 4 ?

(i) x - 1 (ii) x-2 (iii) x+2 (iv) x-4

7. Find the value of a so that x + 1 is a factor of x 4 + 4x 3 + ax 2 + 4x + 1.

208 Polynomial Functions and Equations Lesson #3: The Remainder Theorem and the Factor Theorem

8. When P(x) = 2x 3 + ax 2 + bx + 6 is divided by x + 2, the remainder is –12. If x - 1 is a

factor of the polynomial, find the values of a and b.

9. If P(x) = x 3 + kx 2 - x - 2 and P(-2) = 0, determine the complete factoring of P(x).

10. Show that –4 is a zero of P(x) = 6x 3 + 25x 2 + 2x - 8 and find the other roots.
 Polynomial Functions and Equations Lesson #3: The Remainder Theorem and the Factor Theorem 209

11. Given that x 2 + 2x - 3 is a factor of f(x) = x 4 + 2x 3 - 7x 2 + ax + b, find a and b and

hence factor f(x) completely.

12. Given that f(1) = 4 and f(2) = 3, then find the values of a and b for f(x) = ax 4 + bx 2 + 1.

13. For P(x) = x 2 - x + 1, find a if P(a) = 3.

 210 Polynomial Functions and Equations Lesson #3: The Remainder Theorem and the Factor Theorem

Multiple 14. When a polynomial P(x) is divided by x - 2, the remainder is 3. If the polynomial
Choice A(x) = 2P(x) is divided by x - 2, the remainder will be

A. 1.5
B. 2
C. 3
D. 6

15. When a polynomial P(x) is divided by x + 5, the remainder is –2. Which of the following
statements is true?

A. P(–2) = –5
B. P(–5) = 0
C. P(5) = –2
D. P(–5) = –2

Numerical 16. The polynomial P(x) = 2x 3 - ax 2 - 11x + 2a has a remainder of 126 when divided
Response by x - 5. The value of a, to the nearest tenth, is _____ .
(Record your answer in the numerical response box from left to right)

Answer Key

2 . p = - 14 5
3 ,q= -3
1 . a) –409 b ) 245 3 . m = -3, n = 6

4. 4 5. 0 6 . (i) and (iv) 7. a=6 8. a = -3, b = -5

- 23 , 1
9 . (x + 2)(x + 1)(x - 1) 10. 2 1 1 . a = - 8, b = 12 (x + 3)(x - 1)(x + 2)(x - 2)

–5 23
12.a= b= 13. a = –1 or a = 2 14. D 15. D
6 6

16. 3 . 0
Polynomial Functions and Equations Lesson #4:
Factoring Polynomial Expressions
Factoring Polynomial Expressions

In the last two lessons we have used synthetic division or the factor theorem to enable us to
factor polynomials of degree greater than two. In each case we were given a binomial factor
to start with. In this lesson we will factor polynomials algebraically without being given one
of the factors.

In order to do this we have to “guess” a potential factor, x - a, and do the calculation to

check whether the guess is correct. For this to work, the value of a must be an integer which
divides into the constant term of the polynomial.

Warm-Up

Consider the polynomial P(x) = x 3 - 7x - 6.

a) List the integers which divide into the constant term.

b ) List the potential factors of the polynomial.

c) Divide the polynomial by one of these potential factors (try x - 1) to determine if it is a

factor. Continue this process until one factor is found. Complete the factoring of the
polynomial by synthetic division or the factor theorem.
 212 Polynomial Functions and Equations Lesson #4: Factoring Polynomial Expressions

Class Ex. #1
Factor the polynomial P(x) = x 4 + 2x 3 - 7x 2 - 8x + 12.

Factoring By Grouping

Sometimes, a polynomial expression can be factored by grouping, as in the next example.

Class Ex. #2
Factor 2x 3 + 3x 2 - 8x - 12 by grouping.

Complete Assignment Questions #1 - #5

 Polynomial Functions and Equations Lesson #4: Factoring Polynomial Expressions 213

Assignment
1. Factor the following polynomials algebraically.

a) P(x) = x 3 + x 2 - 5x + 3 b ) P(x) = x 3 + x 2 - 17x + 15

c) P(x) = 2x 3 - 9x 2 - 20x + 12 d ) P(x) = x 4 + x 3 - 7x 2 - x + 6

e) P(x) = 3x 3 - 2x 2 - 19x - 6 f) P(x) = 3x 4 - 5x 3 - 17x 2 + 13x + 6

 214 Polynomial Functions and Equations Lesson #4: Factoring Polynomial Expressions

2. Factor the following by grouping.

a) 2x 3 - 3x 2 - 18x + 27 b ) x 3 + x 2 - 4x - 4

c) 3x 3 - x 2 - 27x + 9 d ) x 3 + x 2 + 2x + 2

Multiple 3. Jenny is attempting to algebraically find the factors of the polynomial function
Choice P(x) = 6x 3 - 7x 2 - x + 2. Which of the following factors should she NOT consider as a
possible factor?

A. x-1
B. x-6
C. x+1
D. x+2

4. The zeros of the function f(x) = 2x 3 - x 2 - 18x + 9 are

1
A. , –3, 3
2
1
B. , 3, 3
2
1
C. – , 3, 3
2
1
D. – , –3, 3
2
 Polynomial Functions and Equations Lesson #4: Factoring Polynomial Expressions 215

Numerical 5. The polynomial function P(x) = x 3 - 7x 2 + 16x - 12 can be written in the

Response
form P(x) = (x - a)(x - b)2 where a and b are integers. The value of b is _____ .

(Record your answer in the numerical response box from left to right)

Answer Key

1 . a) P(x) = (x - 1) 2(x + 3) b ) P(x) = (x + 5)(x - 1)(x - 3)

c ) P(x) = (x + 2)(x - 6)(2x - 1) d) P(x) = (x + 1)(x - 2)(x - 1)(x + 3)
e ) P(x) = (x + 2)(x - 3)(3x + 1) f ) P(x) = (x - 1)(x + 2)(x - 3)(3x + 1)

2 . a) (x + 3)(x - 3)(2x - 3) b ) (x - 2)(x + 1)(x + 2)

c ) (x - 3)(x + 3)(3x - 1) d) (x + 1)(x2 + 2)

3. B 4. A 5. 2
216 Polynomial Functions and Equations Lesson #4: Factoring Polynomial Expressions
 Polynomial Functions and Equations Lesson #5:
Solving Polynomial Equations

Solving Polynomial Equations Algebraically

To solve a polynomial equation algebraically, factor the polynomial expression and set each
factor to zero.

Class Ex. #1 Solve the equations algebraically.

a) (2x - 5)(x - 7)(3x + 1) = 0

b ) x 3 - 19x + 30 = 0

c) x 3 - 2x 2 - 4x + 3 = 0

Complete Assignment Questions #1

 218 Polynomial Functions and Equations Lesson #5: Solving Polynomial Equations

Solving Polynomial Equations Graphically

To solve polynomial equations graphically, graph the equation and find the x-intercepts of the
graph using the “zero” feature of the calculator.

Class Ex. #2
Solve the equation x 4 + 2x 3 - 13x 2 - 14x + 24 = 0 by using a graphing calculator.

Class Ex. #3
Consider the polynomial function P(x) = x 3 - 3x 2 - 3x + 1.

a) Find the zeros of P(x), to the nearest hundredth, using a graphing calculator.

b ) Use the integral zero in a) and synthetic division to determine the exact value of the zeros.

Complete Assignment Questions #2 - #8

Assignment
1. Solve the equations algebraically. Answer as exact values.

a) (x - 4)(x - 9)(2x + 5) = 0 b ) 3x(x + 2)(3x - 1)(4x + 3) = 0

 Polynomial Functions and Equations Lesson #5: Solving Polynomial Equations 219

c) x 3 - 2x 2 - 5x + 6 = 0 d ) 6x 3 + 13x 2 + x - 2 = 0

e) 2x 4 + 3x 3 - 3x 2 - 2x = 0 f) x 3 + 4x 2 + 3x - 2 = 0

g) x 4 - 2x 3 - 9x 2 + 2x + 8 = 0 h ) x 4 - 8x 3 + 13x 2 + 12x - 18 = 0
220 Polynomial Functions and Equations Lesson #5: Solving Polynomial Equations

2. Solve the following equations graphically.

a) x 4 + 6x 3 + x 2 - 24x - 20 = 0 b ) x 4 - 7x 2 - 6x = 0

c) x 3 - x + 6 = 0 d ) x 4 - 9x 2 + 4x + 12 = 0

3. Consider the polynomial function P(x) = x 3 + 10x 2 + 8x - 16.

a) Find the zeros of P(x), to the nearest hundredth, using a graphing calculator.

b ) Use the integral zero in a) and synthetic division to determine the

exact value of the zeros.

4. Determine the exact roots of the equation x 4 - 12x 2 + 4x + 15 = 0.

 Polynomial Functions and Equations Lesson #5: Solving Polynomial Equations 221

Questions #5 - #7 refer to the graph below.

y = x2 - 6x + 8
R V

S T
y= x+2

x
–5 M N P5
Q

Multiple 5. The complete solution to the equation x 2 - 6x + 8 = 0 is found by looking at the point(s)
Choice
A. Q
B. N and P
C. T and V
D. M, N, and P

6. The complete solution to the equation x + 2 = 0 is found by looking at the point(s)

A. M
B. S
C. T and V
D. M, S, T, and V

Ï 2
7. The complete solution to the system of equations ÔÌ y = x - 6x + 8 is found by
ÔÓ y = x + 2
looking at the point(s)

A. Q
B. R and S
C. T and V
D. M, N, and P
 222 Polynomial Functions and Equations Lesson #5: Solving Polynomial Equations

Numerical 8. The smallest positive root, to the nearest hundredth, of the equation
Response x 5 - 2x 3 - 4x 2 - 7x + 6 = 0 is _____ .

(Record your answer in the numerical response box from left to right)

Answer Key

1 . a) 9, 4, – 52 1
b) 3, 0, – 34 , –2 c ) –2, 1, 3
d) –2, – 12 , 13 e ) –2, – 12 , 0, 1 f) –2, –1 - 2 , –1 + 2
g ) –2, –1, 1, 4 h ) 1, 3, 2 - 10 , 2 + 10

2 . a) –5, –2, –1, 2 b ) –2, –1, 0, 3 c ) –2 d) –3, –1, 2

3 . a) –8.90, –2.00, 0.90 b ) –2, –4 - 2 6 , –4 + 2 6

4 . –1, 3, –1 - 6 , –1 + 6

5. B 6. A 7. C 8. 0 . 6 0
 Polynomial Functions and Equations Lesson #6:
Graphing Polynomial Functions - Part One
Warm-Up Review of Zeros, Roots, and x-intercepts

Fill in the following blanks:

The _________ of a function, the __________ of an equation, and

the ________________ of a graph are the ________ numbers.

Unique Factorization Theorem

This theorem states that every polynomial function of degree n ≥ 1 can be written as the
product of a leading coefficient c, and n linear factors to get

P(x) = c(x - a1)(x - a2)(x - a3)...(x - an)

The above theorem implies the following two important points for polynomial functions of
degree n ≥ 1:

Point #1
Every polynomial function can be written as a product of its factors
with a leading coefficient.

Point #2
Every polynomial function has the same number of factors as its degree.
The factors may be real or complex.

Note In this lesson we will consider only polynomial functions where

the leading coefficient, c, is either 1 or –1.

Class Ex. #1 The graph of a cubic polynomial function y

P(x) = x 3 + bx 2 + cx + d is shown.

a) State the zeros of the polynomial.

5
b ) State the factors of the polynomial.

c) Write the polynomial in factored form.

x
–5 5

–5
 224 Polynomial Functions and Equations Lesson #6: Graphing Polynomial Functions - Part One

Class Ex. #2 a) Use a graphing calculator to sketch the graph of the

y
polynomial function P(x) = –x 3 + 7x 2 – 7x - 15.

b ) Use the graph to determine the zeros of the function.

x
c) Write the polynomial in factored form.

d ) Determine the local maximum and local minimum

values of the function to one decimal place.

Complete Assignment Questions #1 - #3

Assignment
1. In each question use a graphing calculator to:

i) sketch the graph of the polynomial function

ii) state the zeros of the polynomial function
iii) write the polynomial function in factored form.
iv) state any local maximum and/or local minimum values to one decimal place.

a) P(x) = x - 2 b ) P(x) = x2 - 6x + 8 c) P(x) = –x2 + 6x - 8

ii) ii) ii)

iii) P(x) = iii) P(x) = iii) P(x) =

iv) iv) iv)

 Polynomial Functions and Equations Lesson #6: Graphing Polynomial Functions - Part One 225

d ) P(x) = x3 - 7x2 + 7x + 15 e) P(x) = –x3 + 7x2 - 7x - 15

ii) ii)

iii) iii)

iv) iv)

f) P(x) = x3 - x2 - 12x g) P(x) = –x3 + x2 + 12x

ii) ii)

iii) iii)

iv) iv)

h ) P(x) = x4 - 5x2 + 4 i ) P(x) = –x4 + 5x2 - 4

ii) ii)

iii) iii)

iv) iv)
226 Polynomial Functions and Equations Lesson #6: Graphing Polynomial Functions - Part One

2. In each question use a graphing calculator to:

i ) sketch the graph of the polynomial function
ii) state the zeros of the polynomial function
iii) write the polynomial function in factored form.

a) P(x) = x4 - 7x3 + 7x2 + 15x b ) P(x) = –x 4 + 7x 3 - 7x 2 - 15x

ii) ii)

iii) iii)

c) P(x) = x 5 - 3x 4 - 5x 3 + 15x 2 + 4x - 12 d ) P(x) = –x 5 + 3x 4 + 5x 3 - 15x 2 - 4x + 12

ii) ii)

iii) iii)

e) P(x) = x 6 - 14x 4 + 49x 2 - 36 f) P(x) = –x 6 + 14x 4 - 49x 2 + 36

ii) ii)

iii) iii)
 Polynomial Functions and Equations Lesson #6: Graphing Polynomial Functions - Part One 227

3. Based on your observations from questions #1 - #2 circle the correct choice in each of the
following statements.

a) If the graph of a polynomial has two raising arms, then the

degree of the polynomial is ( even, odd ) and

the leading coefficient is ( positive, negative ).

b ) If the graph of a polynomial has two drooping arms, then the

degree of the polynomial is ( even, odd ) and

the leading coefficient is ( positive, negative ).

c) If the graph of a polynomial has a right arm raised up and

the left arm drooping down, then the

degree of the polynomial is ( even, odd ) and

the leading coefficient is ( positive, negative ).

d ) If the graph of a polynomial has a right arm drooping down and

the left arm raised up, then the

degree of the polynomial is ( even, odd ) and

the leading coefficient is ( positive, negative ).

e) The leading coefficient is positive if the ( left, right ) arm

is ( raised up, drooping down ).

f) The leading coefficient is negative if the ( left, right ) arm

is ( raised up, drooping down ).

228 Polynomial Functions and Equations Lesson #6: Graphing Polynomial Functions - Part One

Answer Key

1 . a) i i ) 2 iii) P(x) = (x - 2) i v ) none

b ) i i ) 2, 4 iii) P(x) = (x - 2)(x - 4) i v ) local min –1.0

c ) i i ) 2, 4 iii) P(x) = –(x - 2)(x - 4) i v ) local max 1.0

d) i i ) –1, 3, 5 iii) P(x) = (x + 1)(x - 3)(x - 5) i v ) local max 16.9, local min –5.0

e ) i i ) –1, 3, 5 iii) P(x) = –(x + 1)(x - 3)(x - 5) i v ) local max 5.0, local min –16.9

f) i i ) –3, 0, 4 iii) P(x) = x(x + 3)(x - 4) i v ) local max 12.6, local min –20.7

g ) i i ) –3, 0, 4 iii) P(x) = –x(x + 3)(x - 4) i v ) local max 20.7, local min –12.6

h ) ii)–2, –1, 1, 2 i i i ) P(x) = (x + 2)(x + 1)(x - 1)(x - 2) i v ) local max 4.0, local min –2.3 & –2.3

i ) i i ) –2, –1, 1, 2 i i i ) P(x) = –(x + 2)(x + 1)(x - 1)(x - 2) i v )local max 2.3 & 2.3, local min –4.0

2 . a) i i ) –1, 0, 3, 5 iii) P(x) = x(x + 1)(x - 3)(x - 5)

b ) i i ) –1, 0, 3, 5 iii) P(x) = –x(x + 1)(x - 3)(x - 5)

c ) i i ) –2, –1, 1, 2, 3 iii) P(x) = (x + 2)(x + 1)(x - 1)(x - 2)(x - 3)

d) i i ) –2, –1, 1, 2, 3 iii) P(x) = –(x + 2)(x + 1)(x - 1)(x - 2)(x - 3)

e ) i i ) –3, –2, –1, 1, 2, 3 iii) P(x) = (x + 3)(x + 2)(x + 1)(x - 1)(x - 2)(x - 3)

f) i i ) –3, –2, –1, 1, 2, 3 iii) P(x) = –(x + 3)(x + 2)(x + 1)(x - 1)(x - 2)(x - 3)

3 . a) even, positive b ) even, negative c ) odd, positive

d) odd, negative e ) right, raised up f) right, drooping down

 Polynomial Functions and Equations Lesson #7:
Graphing Polynomial Functions - Part Two
y
Warm-Up
10
The graph of the polynomial function
P(x) = (x + 1)(x - 3)2 is shown.
5
The function has two factors, one of which is
repeated. This means that the function has two
zeros, one of which is a repeated zero.
x
The factors are (x - 3) which is repeated, -3 -2 -1 1 2 3 4 5
and (x + 1).

The zeros of the function are therefore, 3, which

is repeated, and –1. -5

The repeated zero of 3 is said to be a zero of multiplicity 2.

The zero of –1 is a zero of multiplicity 1.

Multiplicity

The multiplicity of a zero corresponds to the number of times a factor is repeated

in the function.

In this lesson, we will investigate how the multiplicity of a zero affects the shape of the graph
of a polynomial function. In order to do this, we have to define the following terms.

Tangent

A polynomial graph is tangent to the x-axis

at a point where the graph touches the x-axis x or x
and does not cross through it.

Point of Inflection
concave up concave up
A polynomial graph has a point of inflection
on the x-axis if the graph changes concavity x or x
at a point on the x-axis.
concave down concave down

Note In this lesson we will consider only polynomials where

the leading coefficient, c, is either 1 or –1.
 230 Polynomial Functions and Equations Lesson #7: Graphing Polynomial Functions - Part Two

Class Ex. #1 Consider the polynomial function

P(x) = x 6 - x 5 - 11x 4 + 13x 3 + 26x 2 - 20x - 24
= (x + 3)(x + 1)2(x - 2)3;

a) Sketch the graph of P(x) using the window

x: [–5, 5, 1] y: [–100, 100, 20]

b ) Complete the chart below to state the zeros of P(x), their

multiplicities, and whether each zero;
• passes straight through the x-axis,
• is tangent to the x-axis, or,
• has a point of inflection.
zero multiplicity description

c) Complete the following for P(x)

• Degree of P(x) _____ • Sum of the multiplicities of the zeros of P(x) _____ .

Class Ex. #2 A polynomial function has the equation

P(x) = x 4 + 2x 3 - 15x 2 - 32x - 16.

a) Sketch the graph of P(x) using the window

x: [–6, 6, 1] y: [–150, 100, 20]

b ) Complete the chart below

zero multiplicity description

c) Complete the following for P(x)

• Degree of P(x) _____ • Sum of the multiplicities of the zeros of P(x) _____ .

d ) Write the polynomial in the form P(x) = (x - a)(x - b)(x - c)2.

Complete Assignment Questions #1 - #15

 Polynomial Functions and Equations Lesson #7: Graphing Polynomial Functions - Part Two 231

Assignment
In this assignment, choose appropriate windows which will enable you to investigate all the
characteristics of the functions

1. a) Graph the polynomial function

P(x)
P(x) = x 3 - 4x 2 - 3x + 18

b ) Complete:
zero multiplicity
x

c) Write the polynomial in the form

P(x) = (x - a)(x - b) 2, where a, b ΠI.

2. a) Graph the polynomial function

P(x)
P(x) = x 4 + x 3 - 18x 2 - 52x - 40

b ) Complete:
zero multiplicity
x

c) Write the polynomial function in factored form.

3. a) Graph the polynomial function

P(x)
P(x) = –x 3 - 6x 2 + 32

b ) Complete:
zero multiplicity
x

c) Write the polynomial in the form

P(x) = Р(x - a)(x - b) 2, a, b ΠI.
232 Polynomial Functions and Equations Lesson #7: Graphing Polynomial Functions - Part Two

4. Two polynomial functions have the equations y

P(x) = x 4 - 4x 3 - 2x 2 + 12x + 9 and
Q(x) = –x 4 + 4x 3 + 2x 2 - 12x - 9

a) Sketch the graphs of P(x) and Q(x) on the same grid.

x
b ) State the zeros, their multiplicities, and
y-intercept of each polynomial function.

c) Write the equations of the polynomials in factored form.

P(x) = Q(x) =

5. A cubic polynomial function has the equation

P(x)
P(x) = ax 3 + bx 2 + cx + d with a leading coefficient of 1.
The zeros of the polynomial are –6, 1, and 3.

a) Sketch the graph of P(x).

b ) Write the equation of the polynomial in factored form. x

c) Determine the values of a, b, c, and d in P(x).

6. A cubic polynomial function has the equation

P(x)
P(x) = ax 3 + bx 2 + cx + d with a leading coefficient of 1.
The function has a zero of 2 with multiplicity one and a zero
of –3 with multiplicity two.

a) Sketch the graph of the function.

x
b ) Write the equation of the polynomial in factored form.

c) Determine the values of a, b, c, and d in P(x).

d ) A new function is formed by changing the signs of each of the values of a, b, c, and d.
Describe how the graph of the new function compares to the graph of P(x).
 Polynomial Functions and Equations Lesson #7: Graphing Polynomial Functions - Part Two 233

7. A polynomial function has the equation

P(x)
P(x) = x 2(x - 2)(x + 3)

a) Make a rough sketch without using a graphing

calculator. Verify using a graphing calculator.

b ) State the zeros, their multiplicities, and the x

y-intercept of P(x).

8. A polynomial function has the equation

P(x)
P(x) = –(x - 4) 2(x + 3) 2

a) Make a rough sketch without using a graphing

calculator. Verify using a graphing calculator.

b ) State the zeros, their multiplicities, and the x

y-intercept of P(x).

9. A polynomial function has the equation

P(x)
P(x) = (x - 1) 3(x + 3)

a) Make a rough sketch without using a graphing

calculator. Verify using a graphing calculator.

b ) State the zeros, their multiplicities, and the x

y-intercept of P(x).

10. A polynomial function has the equation

P(x)
P(x) = (x + 2) 2(x + 5)(3 - x)

a) Make a rough sketch without using a graphing

calculator. Verify using a graphing calculator.

b ) State the zeros, their multiplicities, and the x

y-intercept of P(x).
234 Polynomial Functions and Equations Lesson #7: Graphing Polynomial Functions - Part Two

11. Complete the following based on your observations from questions #1 - #10.

a) If a polynomial function has a zero of multiplicity 1 at x = a, then the graph of the

function at x = a _________________________________________ .

b ) If a polynomial function has a zero of multiplicity 2 at x = b, then the graph of the

function at x = b _________________________________________ .

c) If a polynomial function has a zero of multiplicity 3 at x = c, then the graph of the

function at x = c _________________________________________ .
P(x)
d ) A polynomial function with a leading coefficient of 1
has:
• a zero of multiplicity 1 at x = a,
• a zero of multiplicity 2 at x = b, and,
• a zero of multiplicity 3 at x = c.
x
If a < b < c make a rough sketch of a polynomial
which satisfies these conditions.

12. The graphs shown each represent a cubic polynomial function with equation
P(x) = ax 3 + bx 2 + cx + d, where a is 1 or –1.
i) ii) iii) 10
15 15
10 10 5
5 5
-4 -2 2 4 6
-5
-2 -1 1 2 -3 -2 -1 1 2 3
-5 -5 -10
3
-10

In each case;
a) Write the equation of the polynomial function in factored form.

b ) Determine the values of a, b, c, and d.

 Polynomial Functions and Equations Lesson #7: Graphing Polynomial Functions - Part Two 235

13. The graphs shown below each represent a quartic polynomial function with equation
P(x) = ax 4 + bx 3 + cx 2 + dx + e, where a is 1 or –1.

In each case write the equation of the polynomial function in factored form and determine
the value of e.
y
i) 100 y ii) y iii)
100

x
-5 -4 -3 -2 -1 1 2 3 4 5 x
-3 4
x
1 2 3 4
-100
-100

Use the following information to answer questions #14 and #15.

The partial graph of a fourth degree polynomial function P(x) is shown.

The leading coefficient is 1 and the x-intercepts of the graph are integers.
y

x
–3 1 4

Numerical 14. If the polynomial function is written in the form P(x) = c(x - a)2(x - b)(x + d),
Response where a, b, c, and d are all positive integers, then the respective numerical values of a, b, c,
d from left to right are _____ .
(Record your answer in the numerical response box from left to right)

15. The graph crosses the y-axis at (0, –m). The value of m is _____ .
(Record your answer in the numerical response box from left to right)
236 Polynomial Functions and Equations Lesson #7: Graphing Polynomial Functions - Part Two

Answer Key
1 . b ) The zero of –2 has a multiplicity of 1. 2 . b ) The zero of –2 has a multiplicity of 3.
The zero of 3 has a multiplicity of 2. The zero of 5 has a multiplicity of 1.
c ) P(x) = (x + 2)(x - 3) 2 c ) P(x) = (x - 5)(x + 2) 3

3 . b ) The zero of –4 has a multiplicity of 2.

The zero of 2 has a multiplicity of 1.
c ) P(x) = –(x - 2)(x + 4) 2

4 . b) P(x): The zero of –1 has a multiplicity of 2. Q(x): The zero of –1 has a multiplicity of 2.
The zero of 3 has a multiplicity of 2. The zero of 3 has a multiplicity of 2.
The y-intercept is 9. The y-intercept is –9.
c ) P(x) = (x +1) 2(x - 3) 2 Q(x) = –(x + 1) 2(x - 3) 2

5 . b ) P(x) = (x + 6)(x - 1)(x - 3) c ) a = 1, b = 2, c = –21, d = 18

6 . b ) P(x) = (x - 2)(x + 3) 2 c ) a = 1, b = 4, c = –3, d = –18

d) The graph of the new function is a reflection in the x-axis of the graph of P(x).

7 . b ) The zero of –3 has a multiplicity of 1. 8 . b ) The zero of –3 has a multiplicity of 2.

The zero of 0 has a multiplicity of 2. The zero of 4 has a multiplicity of 2.
The zero of 2 has a multiplicity of 1. The y-intercept is –144.
The y-intercept is 0.

9 . b ) The zero of –3 has a multiplicity of 1. 1 0 . b ) The zero of –5 has a multiplicity of 1.

The zero of 1 has a multiplicity of 3. The zero of –2 has a multiplicity of 2.
The y-intercept is –3. The zero of 3 has a multiplicity of 1.
The y-intercept is 60.
1 1 . a) passes straight through the x-axis
b ) is tangent to the x-axis c ) has a point of inflection
d) answers may vary, one possible answer is

a b c

1 2 . a) i ) P(x) = –x(x + 2)(x - 3) i i ) P(x) = (x + 3)(x - 2) 2 iii) P(x) = –(x - 4) 3

b) i ) a = –1, b = 1, c = 6, d=0
i i ) a = 1, b = –1, c = –8, d = 12
i i i ) a = –1, b = 12, c = –48, d = 64

1 3 . i ) P(x) = –(x + 5)(x + 3)(x - 1)(x - 4); e = –60

i i ) P(x) = (x - 4)(x - 2) 3; e = 32
i i i ) P(x) = x(x - 4)(x + 3) 2; e = 0

14. 1 4 1 3 15. 1 2
Polynomial Functions and Equations Lesson #8:
Graphing Polynomial Functions - Part Three
In this lesson we will graph polynomial functions which have zeros with multiplicities greater
than 3.

Warm-Up #1

Graph the following functions on the grid P(x)

showing the x- and y-intercepts.
50
1. P(x) = (x - 2) 3
2. P(x) = (x - 2) 5
3. P(x) = (x - 2) 7

What happens as the multiplicity of the zero

increases through the odd numbers?
x
–1 1 2 3

–50

Warm-Up #2

Graph the following functions on the grid P(x)

showing the x- and y-intercepts.
50
1. P(x) = (x - 2) 2
2. P(x) = (x - 2) 4
3. P(x) = (x - 2) 6

What happens as the multiplicity of the zero

increases through the even numbers?
x
–1 1 2 3

–50
 238 Polynomial Functions and Equations Lesson #8: Graphing Polynomial Functions - Part Three

Even and Odd Multiplicities of a Zero

A real zero of even multiplicity (i.e. 2 or 4 or 6 or 8 or . . .) occurs where the graph of a

polynomial function is tangent to the x-axis.

A real zero of odd multiplicity greater than 1 (i.e. 3 or 5 or 7 or . . . ) occurs where the
graph of a polynomial function has a point of inflection on the x-axis.

The sum of the multiplicities of the zeros of a polynomial function is equal to the degree
of the polynomial function.

Class Ex. #1 Consider the graphs below.

a) In each case state the number of zeros and the possible multiplicities of each zero.

i) ii)

iii) iv)

b ) Which graph could represent a fourth-degree polynomial function?

c) In which of the graphs is the leading coefficient positive?

 Polynomial Functions and Equations Lesson #8: Graphing Polynomial Functions - Part Three 239

Class Ex. #2 Without using a graphing calculator make a rough sketch

of the graph of
f(x) = -x(x - 1) 4(x - 4).

Verify using a graphing calculator.

Class Ex. #3 The following graphs represent functions of lowest possible degree.
State the degree in each case.

a) b)

Complete Assignment Questions #1 - #5

Assignment
1. How does the concept number of zeros differ from the concept multiplicity of zeros?
240 Polynomial Functions and Equations Lesson #8: Graphing Polynomial Functions - Part Three

2. Consider the graphs below.

a) In each case state the number of zeros and the possible multiplicities of each zero.
y
i) ii) y

y
iii) iv y

x
x

b ) Which graph(s) could represent a seventh-degree polynomial function?

c) In which of the graphs is the leading coefficient negative?

3. The following graphs represent functions of lowest possible degree.

State the degree in each case.

a) b)

c) d)
 Polynomial Functions and Equations Lesson #8: Graphing Polynomial Functions - Part Three 241

4. The graph represents a polynomial P(x)

function P(x) of degree 5.

Write the equation of P(x) in

factored form if the leading
coefficient is –1. 20

x
-3 -2 -1 1

–20

Multiple
Choice 5. The graph of a fourth degree polynomial function of the
form P(x) = ax 4 + bx 3 + cx 2+ dx + e is shown.

The values a and e must satisfy

A. a > 0, e < 0

B. a < 0, e > 0

C. a > 0, e > 0

D. a < 0, e < 0
242 Polynomial Functions and Equations Lesson #8: Graphing Polynomial Functions - Part Three

Answer Key
1 . - multiplicity refers to the number of times a zero repeats
- number of zeros refers to how many distinct zeros the function has

2 . a) i ) two zeros, the zero –1 has a multiplicity of 3 or 5 o7 ..., the zero 2 has a multiplicity of 1.
i i ) two zeros, the zero 1 has a multiplicity of 2 or 4 or 6 ..., the zero 3 has a multiplicity of 1.
i i i ) one zero, the zero 0 has a multiplicity of 3 or 5 o7 ... .
i v ) two zeros, the zero –1 has a multiplicity of 2 or 4 or 6 ...,
the zero 2 has a multiplicity of 2 or 4 or 6 ...

b ) ii), iii) c ) iii)

3 . a) 4 b) 4 c) 5 4 . P(x) = –(x + 2) 4(x - 1) 5. D

 Polynomial Functions and Equations Lesson #9:
Polynomial Functions with a
Leading Coefficient other than ±1
Warm-Up Review

In lesson 6 we introduced the Unique Factorization Theorem which states that every
polynomial function of degree n ≥ 1 can be written as the product of a leading coefficient c,
and n linear factors to get

P(x) = c(x - a1)(x - a2)(x - a3)...(x - an)

The above theorem implies the following two important points for polynomial functions of
degree n ≥ 1:

Point #1
Every polynomial function can be written as a product of its factors
with a leading coefficient.

Point #2
Every polynomial function has the same number of factors as its degree.
The factors may be real or complex.

Note In lessons 6 - 8 we have considered only polynomial functions where

the leading coefficient, c, was either 1 or –1.

In this lesson we will consider polynomial functions where

the leading coefficient, c, can be any real number.

Class Ex. #1 The graph of a third degree polynomial function, P(x),

is shown. The graph has integral x-intercepts and y
passes through the point (2, –24). 10

Find the equation of the polynomial function, P(x),

writing the answer in factored form.
x
-2 -1 1 2 3 4

-10

-20

(2, –24)
 244 Polynomial Functions and Equations Lesson #9: Leading Coefficient other than ±1

Class Ex. #2 The graph represents a polynomial function of P(x)

lowest possible degree.

The intercepts are shown. Determine the equation

of the polynomial function.
20

x
-5 –2 2 5

–8

Class Ex. #3 Find the equation of a fourth degree polynomial function which passes through (1, –12) and
is tangent to the x-axis at (2, 0) and at (–3, 0).

Complete Assignment Questions #1 - #7

 Polynomial Functions and Equations Lesson #9: Leading Coefficient other than ±1 245

Class Ex. #4 A fourth degree polynomial, P(x), passes through the point (1, 2) and has
3
zeros –1, 0, , and 2.
2

a) Determine the equation of P(x) in factored form.

b ) Write the polynomial using only integral linear factors.

Class Ex. #5 A polynomial equation has the following three roots:

• –2 is a root with a multiplicity of 1

1
• is a root with a multiplicity of 2
3
• 1 is a root with a multiplicity of 3
2
The graph of the corresponding polynomial function has a y-intercept of .
3

a) Determine the equation in factored form.

b ) Write the equation using only integral linear factors.

Complete Assignment Questions #8 - #14

246 Polynomial Functions and Equations Lesson #9: Leading Coefficient other than ±1

Assignment
P(x)
1. The graph of the polynomial function shown
has integral intercepts.

Determine the equation of the function in 10

factored form.

x
-3 -2 -1 1 2 3

-5

2. The graph passes through the point (1, –6) and has P(x)
integral x-intercepts.
5
Determine the equation in factored form of the
polynomial function, P(x), represented by the graph.

x
-5 5

-5

y
3. The graph of a third degree polynomial
function is shown.

The graph passes through the point (–6, 1).

If the polynomial function has zeros (–6, 1)

–5 and –1, determine the equation of the function in x
-5 -1
factored form.
 Polynomial Functions and Equations Lesson #9: Leading Coefficient other than ±1 247

4. The graph of a polynomial function of degree 4 has x-intercepts –2, –1, 0, and 1.
If the graph passes through the point (–3, –48), determine the equation of the function in
factored form.

5. Find the equation of the cubic function whose graph is tangent to the x-axis at the origin and
passes through the points (2, 0) and (4, –16).

6. Find the equation of a quartic function whose graph has a point of inflection at the origin
and passes through (4, 0) and (–1, 10).

7. Find the equation of a quartic function whose graph is tangent to the x-axis
at both (2, 0) and (–3, 0) and passes through (1, 12).
248 Polynomial Functions and Equations Lesson #9: Leading Coefficient other than ±1

P(x)
8. The graph shown has x-intercepts of
–1, 1, 2.5, and 3 and a y-intercept of 60.
60

a) Determine the equation of the graph in

factored form.
30

x
-1 1 2 3

-30

-60

b ) Write the equation using only integral linear factors.

3
9. The graph below has x-intercepts – , 0, and 2 and passes through the point (1, 3). Find the
2
equation of the graph using only integral linear factors.
P(x)
5
(1,3)

x
-5 5

-5
 Polynomial Functions and Equations Lesson #9: Leading Coefficient other than ±1 249

10. The design of a route for a cross country ski course was drawn on a Cartesian plane.
The route is tangent to the x-axis at (1, 0) and (–3, 0). It crosses the x-axis at (–5, 0) and
also passes through the point (–2, 9). Find the degree 5 function that will meet these
conditions.

11. Find the equation of a degree 5 polynomial whose graph has a point of inflection at (3, 0),
Ê1 ˆ
is tangent to the x-axis at ÁÁË , 0˜˜¯ , and passes through (2, 1). Give the answer using only
2
integral linear factors.

Multiple 12. P(x) = –3x 3 + bx 2 + cx + d is an integral polynomial function with

Choice zeros 2, –1, and 4. A sketch of y = P(x) is shown.
P(x)
At which of the following points does the graph
of P(x) cross the y-axis?

A. (0, –8)

B. (0, –15)

C. (0, –16) x
5
D. (0, –24)
 250 Polynomial Functions and Equations Lesson #9: Leading Coefficient other than ±1

1 2
13. If the zeros of a polynomial are –1, and , then the polynomial could be
2 3
A. 12x 3 - 2x 2 + 10x - 4
B. 6x 3 + x 2 - 5x + 2
C. 18x 3 + 3x 2 - 15x - 6
D. 30x 3 - 5x 2 - 25x + 10

Numerical 14. P(x) = ax 3 + bx 2 + cx + d, a > 0, is an integral polynomial function

Response with 2 and 5 as its zeros. The graph of y = P(x) is shown.
P(x)
5

x
–5 5

–5

If the maximum y-intercept is at the point (0, –m), then m is _____ .

(Record your answer in the numerical response box from left to right)

Answer Key
1 . P(x) = –2(x + 2)(x + 1)(x - 2) 2 . P(x) = x(x + 2)(x + 1)(x - 2)
3 . P(x) = – 15 (x + 1)(x + 5)2 4 . P(x) = –2x(x + 2)(x + 1)(x - 1)
5 . P(x) = – 12 x2(x - 2) 6 . P(x) = 2x3(x - 4)
3
7 . P(x) = 4 (x - 2)2(x + 3)2
5ˆ
8 . a) P(x) = –8(x + 1)(x - 1) ÊËx - 2 ¯˜(x - 3) b) P(x) = –4(x + 1)(x - 1)(2x - 5)(x - 3)
Á
9 . P(x) = – 35 x(2x + 3)(x - 2) 1
10. P(x) = 3 (x + 5)(x - 1)2(x + 3)2
11. P(x) = – 19 (2x - 1)2(x - 3)3
12. D 13. D 14. 2 0
 Polynomial Functions and Equations Lesson #10:
Polynomial Inequalities

Solving Polynomial Inequalities by Graphing

y
Class Ex. #1 The graph of the polynomial function with
equation y = x 3 - 4x 2 + x + 6 is shown. 5

x
–1 2 3

Complete the following

a) The solution to the inequality

x 3 - 4x 2 + x + 6 ≥ 0 is _____________ or _____________ .

b ) The solution to the inequality

x 3 - 4x 2 + x + 6 £ 0 is _____________ or _____________ .

Class Ex. #2
Solve the inequality x 4 + 4x 3 - 17x 2 - 24x + 36 > 0.

Complete Assignment Questions #1 - #3

 252 Polynomial Functions and Equations Lesson #10: Polynomial Inequalities

Solving Polynomial Inequalities Algebraically

Recall the method used for solving quadratic inequalities on page #183.

The method for solving x 2 + 2x - 8 > 0 is shown below.

Step 1: Factor the quadratic expression. (x + 4)(x - 2) > 0

Step 2: Determine the zeros of the quadratic expression. –4 and 2

Step 3: Use a chart which shows the sign of each factor (+, 0, –)
to the left and right of each of the zeros.

x Æ –4 Æ 2 Æ
x+4 – 0 + + +
x-2 – – – 0 +
Product + 0 – 0 +

Step 4: Since the original inequality symbol is > 0, look for the solution under the + in the
product row. The solution is x < –4 or x > 2.

Class Ex. #3
Complete the solution to solve the inequality –4x 3 - 10x 2 + 56x + 30 < 0.

In factored form, the inequality is –2(x + 5)(x - 3)(2x + 1) < 0.

1
x Æ –5 Æ – Æ 3 Æ
2
–2 – – – – – – –
x+5 –
x-3 –
2x + 1 –
Product +

The solution to –4x 3 - 10x 2 + 56x + 30 < 0 is _______________________________ .

 Polynomial Functions and Equations Lesson #10: Polynomial Inequalities 253

Class Ex. #4
Consider the polynomial function P(x) = x 4 - 8x 3 + 15x 2 + 8x - 16.

a) Show that 1 is a zero of P(x).

b ) Algebraically factor P(x).

c) Solve the inequality P(x) ≥ 0.

Complete Assignment Questions #5 - #9

254 Polynomial Functions and Equations Lesson #10: Polynomial Inequalities

Assignment
1. The graph of y = P(x) is shown with
integral x-intercepts. y
10
Write the solution to each of the following.

a) P(x) = 0
x
-2 -1 1 2 3 4

b ) P(x) £ 0 -10

-20
c) P(x) ≥ 0

yP(x)
4 3
2. The graph of y = x + 4x - 16x - 16 is shown.
The x-intercepts are integers.

Write the solution to each of the following.

40
20

a) x 4 + 4x 3 - 16x - 16 = 0

x
b ) x 4 + 4x 3 - 16x - 16 < 0 -5 –2 2 5

–8

c) x 4 + 4x 3 - 16x - 16 > 0
 Polynomial Functions and Equations Lesson #10: Polynomial Inequalities 255

3. Use a graph to solve each of the following inequalities.

a) (x - 3)(5x + 2)(x + 9) < 0 b ) x 3 - 2x 2 - 11x + 12 ≥ 0

c) 3x 3 + 28x 2 + 51x + 14 > 0 d ) 2x 4 + x 3 - 38x 2 - 79x - 30 £ 0

4. Solve each of the following inequalities algebraically.

a) x 3 - 5x 2 - x + 5 > 0

b) x 3 + 11x 2 + 23x - 35 < 0

256 Polynomial Functions and Equations Lesson #10: Polynomial Inequalities

c) 3x 3 - 9x 2 - 12x + 36 ≥ 0

5. Verify the solution to Class Ex. #2 algebraically.

“Solve the inequality x 4 + 4x 3 - 17x 2 - 24x + 36 > 0.”
 Polynomial Functions and Equations Lesson #10: Polynomial Inequalities 257

6. The function f is defined by f(x) = x 3 - 2x 2 - 5x + 6. The function g is defined by x - 1.

a) Show that (f o g)(x) = x 3 - 5x 2 + 2x + 8.

b ) Algebraically solve the inequality (f o g)(x) > 0.

7. Write a cubic polynomial inequality in factored form which has the

solution 2 £ x £ 5 or x ≥ 8.

Multiple 8. The solution to a cubic polynomial inequality is shown on the number line.
Choice
x
–3 2 5

The inequality which has the solution shown is

A. (x - 3)(x + 2)(x + 5) £ 0
B. (x - 3)(x + 2)(x + 5) ≥ 0
C. (x + 3)(x - 2)(x - 5) £ 0
D. (x + 3)(x - 2)(x - 5) ≥ 0
 258 Polynomial Functions and Equations Lesson #10: Polynomial Inequalities

Numerical 9. The inequality 2x 4 - 3x 3 - 9x 2 + 10x < 0 has a solution a < x < b or c < x < d.
Response The value of a + b + c + d, to the nearest tenth, is _____ .

(Record your answer in the numerical response box from left to right)

Answer Key

1 . a) –1, 0, 3 b ) x £ –1 or 0 £ x £ 3 c ) –1 £ x £ 0 or x ≥ 3

2 . a) –2, 2 b) –2 < x < 2 c) x < –2 or x > 2

3 . a) x < –9 or – 25 < x < 3 b ) –3 £ x £ 1 or x ≥ 4

c ) –7 < x < –2 or x > – 13 d) –3 £ x £ –2 or – 12 £ x £ 5

4 . a) –1 < x < 1 or x > 5 b ) x < –7 or –5 < x < 1

c ) –2 £ x £ 2 or x ≥ 3

5 . x < –6 or –2 < x < 1 or x > 3

6 . b ) –1 < x < 2 or x > 4

7 . (x - 2)(x - 5)(x - 8) ≥ 0

8. C 9. 1 . 5
 Absolute Value, Radical, and Rational Equations
Lesson #1:
Absolute Value Equations - Part One
Warm-Up #1 Piecewise Functions

Most of the functions you have met so far have been

y
defined by a single formula, eg. f(x) = 2x - 1.
5
Some functions, however, are defined by applying
different formulas to different parts of the domain.
x
Ï 1 if x < –1 –5 5
Ô
eg. f(x) = ÔÌÔ x 2 if –1 £ x £ 1
Ô
ÓÔ x if x > 1 –5

Sketch the graph of this function on the grid.

Functions like this, which are defined in pieces, are called piecewise functions.

Warm-Up #2 y
5

One of the simplest piecewise functions is the

function defined by
x
Ï x if x ≥ 0 –5 5
f(x) = ÌÔ
ÓÔ –x if x < 0

Sketch the graph of this function on the grid. –5

This piecewise function is called the absolute value function and is written as f(x) = ΩxΩ

Absolute Value Functions

The absolute value function f(x) = ΩxΩ is defined piecewise as

Ï x if x ≥ 0
f(x) = ΩxΩ = ÔÌ
–x if x < 0
ÔÓ
Notice that Ω5Ω = 5 since 5 > 0, and,
Ω–5Ω= –(–5) = 5 since –5 < 0

Note The absolute value of a number will never be negative.

 260 Absolute Value, Radical, and Rational Equations Lesson #1: Absolute Value Equations - Part One

Warm-Up #3

Every absolute value function can be defined in pieces.

For example,
f(x) = Ωx - 3Ω can be written piecewise as

Ï x-3 if x - 3 ≥ 0
f(x) = ÔÌ
ÓÔ –(x - 3) if x - 3 < 0

which simplifies to

Ï x-3 if x ≥ 3
f(x) = ÌÔ
ÓÔ –x + 3 if x < 3

Note The absolute value of a quantity will always be the same quantity if the quantity is positive
and the opposite quantity if the quantity is negative.

Writing an absolute value function in piecewise form is an integral part of determining the
solution to absolute value equations or inequalities.

Class Ex. #1 State the value of the following.

a) Ω4Ω b ) Ω–6Ω c) Ω3 - 5Ω d ) –Ω7Ω - Ω–7Ω

Class Ex. #2 Define the following absolute value functions as piecewise functions.

a) f(x) = Ω3x + 2Ω b ) g(x) = Ω4 - xΩ

Complete Assignment Questions #1 - #2

 Absolute Value, Radical, and Rational Equations Lesson #1: Absolute Value Equations - Part One 261

Solving Absolute Value Equations Algebraically

Ωx + 3Ω = 7 and Ω2x - 3Ω - Ωx + 4Ω = 8 are examples of absolute value equations

Note There are different ways in which to determine algebraically the solution to absolute value
equations but the method below has the advantage that a virtually identical method can be
used to determine the solution to absolute value inequalities in future math courses.

Step 1: Find the value(s) of the variable which will make the expression within the
absolute value symbol(s) equal to zero.

Step 2: Divide the domain into smaller subdomains using the value(s) found in Step 1.

Step 3: Write the absolute value expressions in piecewise form using the piece that is
appropriate for each sub domain.

Step 4: Solve the resulting equation in each subdomain.

Step 5: Check that the solution to each equation is in the subdomain and combine all valid
solutions.

Class Ex. #3 Alan has started to solve the equation Ω2x + 3Ω = 8 using the steps above.
Complete each solution.

Alan’s solution
subdomain 3 subdomain
3 – 3
x<– 2 x≥ –
2 2
number line

Solve Ω2x + 3Ω = 8 Solve Ω2x + 3Ω = 8

–(2x + 3) = 8 2x + 3 = 8

Is the solution in the subdomain? Is the solution in the subdomain?

Final solution: x = __________

 262 Absolute Value, Radical, and Rational Equations Lesson #1: Absolute Value Equations - Part One

Class Ex. #4 Jimmy has started to solve the equation Ω3 - xΩ = 2x + 1 using the steps above. Complete
each solution.

Jimmy’s solution
subdomain subdomain

number line

solve Ω3 - xΩ = 2x + 1 solve Ω3 - xΩ = 2x + 1

Is the solution in Is the solution in

the subdomain? the subdomain?

Final solution: x = __________

Complete Assignment Questions #3 - #6

 Absolute Value, Radical, and Rational Equations Lesson #1: Absolute Value Equations - Part One 263

Assignment
1. Which of the following statements are true and which are false?

a) Ω–7Ω = Ω7Ω b ) Ω3 - 6Ω = –3 c) Ω2Ω - Ω4Ω = Ω–2Ω

d ) ΩΩ5Ω - Ω–32ΩΩ = 27 e) ΩxΩ = –x, if x < 0 f) Ω–xΩ = –x, if x ≥ 0

1 4
g) Ω2x - 1Ω = 2x - 1, if x < h ) Ω3x + 4Ω = –3x - 4, if x < –
2 3

2
i ) Ω2 - 5xΩ = 2 - 5x, if x ≥ j) Ωx - 7Ω = –x - 7, if x < 7
5

2. Write the following absolute value functions as piecewise functions

a) f(x) = Ω2x + 1Ω b ) g(x) = Ω4x - 1Ω

c) f(x) = Ω2 - xΩ d ) g(x) = Ω4 - 2xΩ

3. Solve each of the following equations algebraically.

a) Ωx + 5Ω = 10 b ) Ω3x - 1Ω = 4
264 Absolute Value, Radical, and Rational Equations Lesson #1: Absolute Value Equations - Part One

c) Ω2x + 1Ω = x d ) Ω1 - 4xΩ = 6x

4. Algebraically, find the solution to the following equations.

a) Ω7x - 2Ω + 6 = 3x b ) Ω4 - xΩ = –2x - 10

c) 3Ωx - 8Ω = 2x + 7 d ) Ω2x - 8Ω - 2 = 4x
 Absolute Value, Radical, and Rational Equations Lesson #1: Absolute Value Equations - Part One 265

5. Solve for x in each of the following.

3x - 2
a) 5x - 2 = –Ωx - 6Ω b) Ω Ω=1
4

Multiple 6. The complete solution to ΩxΩ - 4 = 10 is

Choice
A. 14
B. 6 and 6
C. 6 and 14
D. –14 and 14
266 Absolute Value, Radical, and Rational Equations Lesson #1: Absolute Value Equations - Part One

Answer Key

1 . a) T b) F c) F d) T e) T
f) F g) F h) T i) F j) F

Ï 2x + 1 if x ≥ – 1 Ï 4x - 1 if x ≥ 1
2 4
2 . a) f(x) = ÔÔÌ b ) g(x) = ÔÔÌ
ÔÔ –2x - 1 if x < – 1 ÔÔ –4x + 1 if x < 1
Ó 2 Ó 4

Ï 2 - x if x £ 2 Ï 4 - 2x if x £ 2
c ) f(x) = ÔÌÔ d) g(x) = ÔÌÔ
ÔÓ –2 + x if x > 2 ÔÓ –4 + 2x if x > 2

5 1
3 . a) –15 or 5 b ) –1 or 3 c ) no solution d) 10

17
4 . a) no solution b ) –14 c) 5 or 31 d) 1

5 . a) –1 b ) – 23 or 2 6. D
 Absolute Value, Radical, and Rational Equations
Lesson #2:
Absolute Value Equations - Part Two
Solving Absolute Value Equations Using a Graphing Calculator

Intersection Method

To solve the equation Ω2x + 5Ω = 3 by the y

intersection method use the following procedure. 10

1. Graph Y1 = Ω2x + 5Ω.

x
2. Graph Y2 = 3.
–10 10
3. Find the x-coordinate(s) of the point(s) of intersection
using the intersect feature of the calculator.
–10

x-intercept Method

To solve the equation Ω2x + 5Ω = 3 by the y

zero method use the following procedure. 10

1. Rearrange the original equation with all terms

on the left hand side and 0 on the right side to
get Ω2x + 5Ω - 3 = 0. x
–10 10
2. Graph Y1 = Ω2x + 5Ω - 3.
–10
3. Use the zero feature of the calculator
to find the x-intercept(s).

Class Ex. #1 Verify the solutions to Class Ex. #3 and #4 from the previous lesson
using a graphing calculator.

a) Ω2x + 3Ω = 8 b ) Ω3 - xΩ = 2x + 1
y y
10 10

x x
–10 10 –10 10

–10 –10
 268 Absolute Value, Radical, and Rational Equations Lesson #2: Absolute Value Equations - Part Two

Class Ex. #2 Solve the equation Ω2x - 3Ω - Ωx + 4Ω = 8 y

using a graphing calculator. 10

x
–10 10

–10

Complete Assignment Questions #1 - #5

Extension - Optional

The following class examples are beyond the scope of this course. We include the method
here for students intending to take higher level math courses.

Class Ex. #3 Julie has started to solve the equation Ω2x - 3Ω - Ωx + 4Ω = 8 algebraically.
Complete Julie’s solution below
number line
2x - 3 = 0 fi x = 3 2
–4 32
x + 4 =0 fi x = – 4

–4 ≤ x ≤ 32
subdomain x < –4 subdomain subdomain x>32

Ω2x - 3Ω = –2x + 3 Ω2x - 3Ω = Ω2x - 3Ω =

Ωx + 4Ω = –x - 4 Ωx + 4Ω = Ωx + 4Ω =

Solve Ω2x - 3Ω - Ωx + 4Ω = 8 Solve Ω2x - 3Ω - Ωx + 4Ω = 8

–2x + 3 - (–x - 4) = 8

–2x + 3 + x + 4 = 8

–x + 7 = 8

–x = 8 - 7
–x = 1
x = –1
Is the solution in the
subdomain? No

Final Solution: x = ____________

 Absolute Value, Radical, and Rational Equations Lesson #2: Absolute Value Equations - Part Two 269

Class Ex. #4 Complete the solution to the equation Ωx + 4Ω = Ωx - 2Ω

number line
–4 2
subdomain x < –4 subdomain subdomain

Ωx + 4Ω = Ωx + 4Ω = Ωx + 4Ω = x + 4

Ωx - 2Ω = Ωx - 2Ω = Ωx - 2Ω = x - 2

solve Ωx + 4Ω = Ωx - 2Ω

x+4= x-2

4 = –2
not true, \ no solution
in this subdomain

Final Solution x = _______

Complete Assignment Question #6

Assignment
1. Describe clearly how to use the method of intersection to solve the equation
Ωx + 3Ω = 4. State the solution.

2. Describe clearly how to use the x-intercept method to solve the equation
Ωx - 2Ω = x + 1. State the solution.
270 Absolute Value, Radical, and Rational Equations Lesson #2: Absolute Value Equations - Part Two

3. Solve each of the following equations graphically. Sketch and label each graph.

a) Ωx + 4Ω = Ωx - 2Ω b ) Ω1 - 4xΩ = 6x
y y

x x

c) Ω3x + 1Ω = Ωx - 2Ω d ) Ωx + 4Ω - Ω2xΩ = 0
y y

x x

4. Graphically, find the solution to the following equations.

a) ΩxΩ + Ω2 - xΩ = 3 b ) Ω4 - xΩ = –2x - 10
y y

x x

c) 3Ωx - 8Ω = 2x + 7 d ) Ωx 2 - 4Ω = x 2 - 4
y y

x x
 Absolute Value, Radical, and Rational Equations Lesson #2: Absolute Value Equations - Part Two 271

Numerical 5. The positive root, to the nearest hundredth, of the equation

Response x
Ω + 3Ω - Ω2x - 1Ω = x 2 is _____ .
2
(Record your answer in the numerical response box from left to right)

Extension Question - Optional

6. Solve each of the following equations algebraically.

a) Ω4x - 1Ω = Ωx - 3Ω
272 Absolute Value, Radical, and Rational Equations Lesson #2: Absolute Value Equations - Part Two

b ) Ω2x + 1Ω - Ωx - 2Ω = 2

Answer Key

1. • Graph Y1 = Ωx + 3Ω
• Graph Y2 = 4
• Find the x-coordinate(s) of the point(s) of intersection using the intersect feature of the calculator.
• Solution is x = –7 or 1.

2 . • Graph Y1= Ωx - 2Ω - x - 1
• Use the zero feature of the calculator to find the x-intercept(s).
• Solution is x = 12 .

1
c ) x = – 32 or 1
3 . a) x = –1 b) x = 10 4 d) x = – 43 or 4

4 . a) x = – 12 or 5 17
2 b ) x = –14 c) x = 5 or 31 d) x £ –2 or x ≥ 2

5. 1 . 3 9

6 . a) x = – 23 or 4
5 b ) x = –5 or 1
Absolute Value, Radical, and Rational Equations
Lesson #3:
Radical Equations
Radical Equation

A radical equation is an equation which contains a radical.

In this lesson we will solve radical equations graphically and algebraically.

Warm-Up #1 Graphing Radical Functions

Sketch the following radical functions using a graphing calculator.

Answer the questions which follow.
y
a) f(x) = x 5

i ) What is the domain of f?

x
–5 5
ii) What is the range of f?

–5

b ) f(x) = – x y
5

i ) What is the domain of f?

x
–5 5
ii) What is the range of f?

–5

c) f(x) = x+3 y
5

i ) What is the domain of f?

x
–5 5
ii) What is the range of f?

–5
 274 Absolute Value, Radical, and Rational Equations Lesson #3: Radical Equations

Class Ex. #1 Consider the radical equation x + 1 = 4. 5

a) Describe how to use a graphing calculator to

find the solution to the equation by using
the x-intercept method . 5 10 15 20

-5

b ) Use the method in a) to sketch the radical equation x + 1 = 4 with

a window x:[ –3, 20, 1] y:[–5, 5, 1]. Label the displayed graph on the grid.

c) State the solution to the equation.

d ) Verify the solution.

Class Ex. #2 Consider the equation x + x - 3 = 5.

a) Describe how to use a graphing calculator to find

the solution to the equation by finding a point 5
of intersection.

5 10

b ) Complete the following statement.

“The grid provided shows the window x:[ , , ] y:[ , , ].”

c) Use the method in a) and the window in b) to solve the equation giving the root(s) to the
nearest tenth. Sketch and label the displayed graph on the grid.

Complete Assignment Questions #1 - #2

 Absolute Value, Radical, and Rational Equations Lesson #3: Radical Equations 275

Solving Radical Equations Algebraically

In this section we will learn how to solve radical equations like:

• 3x + 7 = 7

• 3+ x-1 =x

• x + x-3 =5

An equation like x - 4 - x + 1 = –1 is beyond the curriculum, but is covered in the

extension section of this lesson.

Use the following method to solve radical equations algebraically.

Step 1: Isolate the radical term.

If there are two radical terms, isolate the more complex term.

Step 2: Square both sides of the equation.

Step 3: If the resulting equation contains a radical term, repeat steps 1 and 2.
Solve the resulting equation.

Step 4: Verify all answers because the squaring in step 2 may result in
extraneaous roots.

Class Ex. #3 Solve the following radical equation and verify the solution.

3x + 7 = 7

Note Radical equations must be verified so that we do not allow extraneous roots in the solution.
 276 Absolute Value, Radical, and Rational Equations Lesson #3: Radical Equations

Class Ex. #4 Solve the following radical equation.

3+ x-1 =x

Class Ex. #5 Solve the following radical equation.

x + x-3 =5

Complete Assignment Questions #3 - #7

 Absolute Value, Radical, and Rational Equations Lesson #3: Radical Equations 277

Extension - Optional

The following class examples are beyond the scope of this course. We include the method
here for students intending to take higher level math courses.

Class Ex. #6 Billy was given the radical equation 3a + 4 - a + 1 = 3 to solve. Billy solved the
equation incorrectly. His work is shown below.

3a + 4 - a+1 =3

3a + 4 = 3 + a +1

2 2
Ë 3a + 4 ¯ = Ë 3 + a + 1¯

3a + 4 = 9 + a + 1

2a = 6

a=3

a) Explain where Billy made his error.

b ) Show the correct work.

 278 Absolute Value, Radical, and Rational Equations Lesson #3: Radical Equations

Class Ex. #7 Solve the following radical equation.

3+ x-2 = 2x + 5

Complete Assignment Question #8

 Absolute Value, Radical, and Rational Equations Lesson #3: Radical Equations 279

Assignment
1. Solve the following radical equations graphically. Answer to the nearest hundredth.
Sketch and label the displayed graph on the grid.

a) 3x - 7 = x - 5 b) x+5 -2 x =2

c) 2(5x - 1) + 3 = 0 d) 4p + 5 = 2 + 2p - 1

2. Describe how to solve the following radical equations by the method indicated.
State the solution of the equation to the nearest tenth.

a) 6x + 4 = 3x - 1, b) 7x - 1 = x + 4 ,
by the x-intercept method by the intersection method.
280 Absolute Value, Radical, and Rational Equations Lesson #3: Radical Equations

3. Solve the following radical equations algebraically.

a) x-7 =8 b) 2y + 3 = 4

3x - 2
c) =6 d) 4 + x-2 =x
5

e) 19a + 6 - 2a = 3 f) x = 2 2x - 4
 Absolute Value, Radical, and Rational Equations Lesson #3: Radical Equations 281

4. Solve the following radical equations algebraically.

a) x +5= 2x + 1 b) x + x-4 =4

c) 2a + 1 - 5 = – a d) 2x = 5x + 9 - 3
282 Absolute Value, Radical, and Rational Equations Lesson #3: Radical Equations

5. Consider the two rectangles shown.

2x + 1 C
D

H 2x G

3x x

E F

A B

a) Determine the exact length of diagonal BD.

b ) Determine the exact length of diagonal FH.

c) If BD is 1 unit longer than FH, determine the length and width of each rectangle.
 Absolute Value, Radical, and Rational Equations Lesson #3: Radical Equations 283

Multiple 6. When solving the equation x - 3 = x - 1 , the extraneous root is

Choice
A. –2
B. 2
C. –5
D. 5

Numerical 7. The solution to the equation 2 x - x + 4 = 3, to the nearest tenth, is _____ .

Response
(Record your answer in the numerical response box from left to right)

Extension Question - Optional

8. Solve the following radical equations.

a) x + 11 - x-9 =2 b) x+3 +2= x + 11

284 Absolute Value, Radical, and Rational Equations Lesson #3: Radical Equations

c) 4p + 5 = 2 + 2p - 1 d) 3 - a - 3 = – 2a + 3

Answer Key
1 . a) 9.70 b ) 0.01 c ) no solution d) 1.00 or 5.00

2 . a) • Graph Y1 = 6x + 4 - 3x + 1 b ) • Graph Y1 = 7x - 1
• Use the zero feature of the calculator • Graph Y2 = x + 4
to find the x-intercept(s) • Find the x-coordinate(s) of the point(s) of intersection
• Solution is x = 1.5 using the intersect feature of the calculator
• Solution is x = 0.8
13 182
3 . a) 71 b) 2 c) 3 d) 6 e ) 34 or 1 f) 4

25
4 . a) 144 b) 4 c) 4 d) 0 or 8

5 . a) 5x + 1 b) 3x c ) rectangle ABCD has dimensions 7 by 3

rectangle EFGH has dimensions 6 by 3
6. B 7. 1 2 . 4

8 . a) 25 b ) –2 c ) 1 or 5 d) –1 or 3
Absolute Value, Radical, and Rational Equations
Lesson #4:
Rational Functions
Rational Functions
n(x)
A rational function is a function which takes the form f(x) = where n(x) and d(x) are
d(x)
polynomial functions and d(x) π 0. The degree of d(x) needs to be greater than zero or the
function f(x) is simply a polynomial function.

x+2 1 x2 - 4
Examples of rational functions are f(x) = , g(x) = , h(x) = etc.
x-1 x 2- 9 x-2

Since rational functions are expressed as fractions, the denominator cannot equal zero.
The domain of a rational function cannot include the zeros of d(x) and so the graph of a
rational function will not be a continuous curve. There must be some kind of discontinuity
in the graph. In this lesson we will learn about two types of discontinuity - asymptotes and
point discontinuity.

Graphing Rational Functions

1
Warm-Up #1 Graphing the function f(x) =
x - 1
1
Consider the rational function f(x) = .
x-1

a) Since division by zero is not defined the domain of the function is __________________.

b ) Complete the table of values then plot and join the points on the grid.
x –5 –2 –1 0 0.5 0.8 0.9 0.99 1 1.01 1.1 1.2 1.5 2 5
f(x)

c) Describe what happens to the value of the

function as ΩxΩ gets larger and larger. y
5

d ) If x > 1, describe what happens to the

value of the function as x gets closer and
closer to 1. x
–5 5

e) If x < 1, describe what happens to the

value of the function as x gets closer and –5
closer to 1.

f) Verify the graph using a graphing calculator.

 286 Absolute Value, Radical, and Rational Equations Lesson #4: Rational Functions

From the warm-up we notice the following:

• As ΩxΩ increases in value, the graph of f(x) gets closer and closer to the x-axis
(the line with equation y = 0) but will never reach the x-axis.

• As x gets closer and closer to 1, the graph of f(x) gets closer and closer to the line x = 1
but will never reach the line x = 1.

Asymptotes

A line that a curve approaches more and more closely is called an asymptote.

With reference to Warm-Up #1:

• The line y = 0 is called a horizontal asymptote of the graph of f(x).

• The line x = 1 is called a vertical asymptote of the graph of f(x).

This occurs because 1 is a zero of the denominator of the rational function.

Finding Equations of Asymptotes of Rational Functions Graphically

Class Ex. #1 3
Consider the function f(x) = . y
x-2

a) State the domain of the function.

5

b ) Use a graphing calculator to graph the

function, but do not sketch on the grid. x
-5 5
c) Write the equation of the vertical
asymptote using the information
from a) and b).
-5

d ) Show the vertical asymptote on the grid

with a dashed line.

e) Complete the graph on the grid.

f) State the equation of the horizontal asymptote.

g) State the range of the function.

 Absolute Value, Radical, and Rational Equations Lesson #4: Rational Functions 287

Class Ex. #2 2x
Consider the function f(x) = . y
x+1

a) State the domain of the function.

5

b ) Use a graphing calculator to graph the

function, but do not sketch on the grid. x
-5 5
c) Write the equation of the vertical
asymptote using the information
from a) and b).
-5

d ) Show the vertical asymptote on the grid

with a dashed line.

e) Estimate the equation of the horizontal asymptote. Verify the equation by using the
table feature of the calculator with very large values of x, eg. 100, 1000, 10000, etc.

f) Complete the graph on the grid using a dashed line for the horizontal asymptote.

g) State the range of the function.

Class Ex. #3
x2 y
Consider the function f(x) = .
x-2

a) Draw the vertical asymptote on the grid

and state its equation. 5

b ) Sketch the graph of the function on x

the grid. -5 5

c) Does this function have a horizontal

asymptote? -5

d ) State the domain and range of

the function.
 288 Absolute Value, Radical, and Rational Equations Lesson #4: Rational Functions

Note The graphing calculator has limitations when graphing some rational functions. The
suggestions below may help to give a clearer representation of the graph of the function.

• If the calculator is in connected mode a line will connect two parts of the graph. This line is
an approximation of the vertical asymptote. The horizontal asymptote line does not appear.

• If the calculator is set in dot mode neither the vertical asymptote nor the horizontal
asymptote appears.

• Using zoom decimal (ZDecimal), or a multiple of the zoom decimal window,

may produce a clearer representation of the graph.

Note The asymptotes are not part of the graph of the function, and are shown with dashed lines in
order to give greater understanding to the behaviour of the function.

Complete Assignment Question #1

Finding Equations of Asymptotes of Rational Functions Algebraically

Class Ex. #1 - #3 show examples of the following rules which can be used to algebraically
determine the equations of vertical and horizontal asymptotes.

n(x)
These rules apply for rational functions of the form f(x) = provided that n(x) and d(x)
d(x)
have no factors in common. Situations where the numerator and denominator have a factor
in common will be dealt with under point discontinuity.

Vertical Asymptotes

Algebraically we can find the equations of vertical asymptotes of rational functions by

finding the zeros of the denominator because the graph is undefined at those value(s).
The equation(s) will be x = the zero value(s).

Horizontal Asymptotes

The graph of f(x) has a horizontal asymptote under the following conditions:

• If the degree of n(x), is less than the degree of d(x), then the line y = 0 is a horizontal
3
asymptote. See Class Ex. #1 where f(x) = .
x-2
a
• If the degree of n(x), is equal to the degree of d(x), then the line y = is a horizontal
b
asymptote, where a is the leading coefficient of n(x) and b is the leading coefficient of
2x
d(x). See Class Ex. #2 where f(x) = .
x+1

• If the degree of n(x), is greater than the degree of d(x), then the graph has no horizontal
x2
asymptote. See Class Ex. #3 where f(x) = .
x-2
 Absolute Value, Radical, and Rational Equations Lesson #4: Rational Functions 289

Class Ex. #4 Algebraically determine the equations of the asymptotes of the graph of the function
x2 + x - 6
f(x) = 2 . Verify using a graphing calculator.
2x - x - 3

Warm-Up #2 Point Discontinuity

x 2 + 3x + 2
Consider the functions f(x) = x + 2 and g(x) = .
x+1

a) State the domain of each function.

b ) Use a graphing calculator to graph each function using zoom decimal.

Show each graph on a separate grid.
x 2 + 3x + 2
f(x) = x + 2 g(x) =
x+1
y y
5 5

x x
–5 5 –5 5

–5 –5

c) Explain the difference between the two graphs.

d ) Factor the numerator of g(x) to show that g(x) is identical to f(x) except
for a domain restriction.
 290 Absolute Value, Radical, and Rational Equations Lesson #4: Rational Functions

Point of Discontinuity

If the numerator and denominator of a rational function have a factor in common, then the
graph of the rational function has a “hole” in it.

The point where the break in the graph occurs is called a point of discontinuity and the
function is said to have point discontinuity This is illustrated in Warm-Up #2.

The point of discontinuity is represented on a graph by an open circle.

The coordinates of the point of discontinuity can be determined by factoring the rational
expression and substituting the value of x for which the function is undefined into
the factored form.

Note When graphing a function with a point of discontinuity, the “hole” in the graph will
usually NOT be seen unless the calculator is set to zoom decimal (ZDecimal), or a multiple
of the zoom decimal window.

Class Ex. #5
2x 2 + 7x + 3
Consider the function f(x) = .
x+3

a) Sketch the graph of the function f(x) and determine the coordinates of the
point of discontinuity.
y

b ) State the domain and range of f.

Complete Assignment Questions #2 - #7

 Absolute Value, Radical, and Rational Equations Lesson #4: Rational Functions 291

Assignment
1. In each of the following examples use a graphing calculator to determine;
i ) the equation of the vertical asymptote
ii) the equation of the horizontal asymptote
iii) the domain and range of the function
iv) the x and y-intercepts of the graph of the function.

1 4x + 5
a) f(x) = b ) f(x) =
x-4 x+2

y y

x x

x2 + 9 x 2 + 4x + 4
c) f(x) = d ) f(x) =
2x - 3 x 2 + 3x - 10
y y

x x
292 Absolute Value, Radical, and Rational Equations Lesson #4: Rational Functions

2. Algebraically determine the equations of the asymptotes of the graph of each of the
following functions.

2 x 2 + 5x + 6
a) f(x) = b ) f(x) =
x+3 x+6

4x x
c) f(x) = d ) f(x) =
1 - 4x x2 - 4

x 2 + 2x - 8
3. Consider the function f(x) = .
x-2

a) Sketch the graph of the function f(x) and determine the point of discontinuity.
y

b ) State the domain and range of f.

 Absolute Value, Radical, and Rational Equations Lesson #4: Rational Functions 293

3x 2 - 10x + 3
4. Consider the function f(x) = .
3x - 1

a) Sketch the graph of the function f(x) and determine the point of discontinuity.
y

b ) State the domain and range of f.

5. For each of the graphs of the following rational functions, algebraically determine the
equation of any asymptotes or the coordinates of any points of discontinuity.

x 2x - 1
a) f(x) = b ) f(x) =
(x - 1)(2x - 7) 5 - 3x

(3x - 1)(x + 4) (3x - 1)(x + 4)

c) f(x) = 2
d ) f(x) =
3x + 4x + 1 3x 2 + 10x - 8
 294 Absolute Value, Radical, and Rational Equations Lesson #4: Rational Functions

Multiple –7x + 2
Choice 6. The horizontal asymptote of the function g(x) = 3x + 2 is
A. y = 0
7
B. y = –
3
3
C. y = –
7
2
D. x = –
3
Numerical x 2 - 4x - c
Response 7. The function f(x) = has a point of discontinuity. The value of c is _____ .
x+2
(Record your answer in the numerical response box from left to right)

Answer Key
1 . a) b) c) d)
3
i) x = 4 x = –2 x= 2 x = –5, 2
ii) y = 0 y=4 none y=1
i i i ) {xΩx π 4, x Œ ¬} {xΩx π –2, x Œ ¬} ÏÔxΩx π 3 , x Œ ¬ Ô̧ {xΩx π –5, 2, x Œ ¬}
ÌÔÓ 2 ˝Ô˛
{yΩ y π 0, y Œ ¬} {yΩ y π 4, y Œ ¬} {yΩy £–1.85 or y ≥ 4.85, y Œ ¬} {yΩy π 1, y Œ ¬}
i v ) x-intercept = none x-intercept = – 54 x-intercept = none x-intercept = –2
–1 5
y-intercept = 4 y-intercept = 2 y-intercept = –3 y-intercept = – 25
2.
a) b) c) d)

1
Vertical Asymptote x = –3 x = –6 x= 4 x = ±2

Horizontal Asymptote y=0 none y = –1 y=0

3 . a) (2, 6) b ) Domain: {xΩx π 2, x Œ ¬} Range: {yΩ y π 6, y Œ ¬}

4 . a) ÊË 13 , – 83 ˆ¯ b ) Domain: ÔÏÌxΩx π 13 , x Œ ¬ Ô̧˝ Range: ÏÔÌyΩ y π – 83 , y Œ ¬ Ô̧˝
Á ˜ ÔÓ Ô˛ ÔÓ Ô˛
5.
a) b) c) d)

7 5
x = –1, x = – 13 2
Vertical Asymptote x = 1, x = 2 x= 3 x= 3

Horizontal Asymptote y=0 y = – 23 y=1 y=1

Ê–4, 13 ˆ
Point of Discontinuity - - - ËÁ 14 ¯˜

6. B 7. 1 2
 Absolute Value, Radical, and Rational Equations
Lesson #5:
Rational Equations
Rational Equation

A rational equation is an equation in which at least one of the terms is a rational expression
with a variable in the denominator.

Solving Rational Equations Using A Graphing Calculator

Recall the two methods (the intersection method and the x-intercept, method from Lesson #2
in “Absolute Value Equations” page 267) to use a graphing calculator to solve equations.

Class Ex. #1 Solve the following rational equations graphically.

3 1 2x 2 + x - 15
a) + =2 b) = 15
x+1 x-1 x+3

y y

x x

Solving Simple Rational Equations Algebraically

The following strategies should be considered when solving rational equations algebraically:

1. If the equation consists of a single rational expression on each side use cross-
multiplication to simplify the equation.

2. If the rational equation has more than one term, on either side, consider multiplying each
term in the equation by the lowest common multiple of the denominators.

3. Use previous skills for solving linear or quadratic equations.

4. Always be aware there are domain restrictions when dealing with rational functions and
check your solutions accordingly.
 296 Absolute Value, Radical, and Rational Equations Lesson #5: Rational Equations

Class Ex. #2 Solve the following rational equations algebraically.

x 2 - 5x - 6 2 x 2
a) =2 b) x + =3 c) =
x+1 x 2
x -4 x+2

Class Ex. #3 A student hiking in the mountains covered 10 km of open terrain at a certain average speed
and covered 2 km of rugged terrain at an average speed 3 km/h slower.
The total time taken was 3 hours.

a) If we let x km/h be the average speed over open terrain, write expressions for the time
taken for each part of the hike.

b ) Form an equation in x and solve it to find the student’s average speed for each part of
the hike.

Complete Assignment Questions #1 - #9

 Absolute Value, Radical, and Rational Equations Lesson #5: Rational Equations 297

Assignment
1. Solve the following rational equations using a graphing calculator.
Answer to the nearest hundredth where necessary.
x+3 x+7 8 x
a) = b) -5=
x + 1 5x + 1 x 2

y y

x x

x x 16 2 6 1
c) + = d) + =
x+2 x-2 2
x - 16 x-4 x+2 2

y y

x x

2. Solve the following rational equations algebraically.

4 3 4
a) =3 b) =
x+2 2x - 1 x + 7
298 Absolute Value, Radical, and Rational Equations Lesson #5: Rational Equations

3. Solve the following rational equations algebraically.

x - 1 2x 4x 10
a) = b) - =0
x + 1 15 3x + 4 x + 6

x+3 x+7 x+3

c) = d) =1
2x + 1 5x + 1 x 2 + 4x + 3

2 1 8 x
e) + =1 f) -5=
x 6-x x 2
 Absolute Value, Radical, and Rational Equations Lesson #5: Rational Equations 299

4. A student taking part in a cross-country endurance race was required to cycle for 70 km
then run for 7 km. Her average cycling speed was five times as fast as her average running
speed. She completed the course in 5 hours 15 minutes.
Find the student’s average cycling speed.

5. Ann and Mike had to attend a conference at the West Edmonton Mall. Ann took a charter
bus and rode 400 km to Edmonton. Mike drove his own car and travelled 368 km to
Edmonton. On his journey he was delayed by road construction which resulted in his
average speed for the journey being 8 km per hour slower than the average speed of the bus.
If they both left home at the same time, and arrived in Edmonton at 10:30 a.m., at what time
did Mike leave home?

3
6. Two numbers differ by three and their quotient is . Form a rational equation in a single
4
variable and solve it to determine the numbers.
 300 Absolute Value, Radical, and Rational Equations Lesson #5: Rational Equations

7. Amy, Becky, and Christine are playing a math game involving positive numbers.
When Amy chooses a number, Becky has to choose the number one more than Amy’s
number, and Christine has to choose the number one more than Becky’s number.
The numbers are such that the reciprocal of the smallest number is equal to the sum of the
reciprocals of the other two numbers. Determine Amy’s number.

Multiple x2 + x - 6
Choice 8. The complete solution to the equation 5 = x + 3 is

A. x = –3 only
B. x = 7 only
C. x = –3 or 7
D. x = 3 or –7

Numerical x-2 x-3

Response 9. The positive root of the equation = , to the nearest tenth, is _____ .
x+4 2
(Record your answer in the numerical response box from left to right)

Answer Key
1 . a) x = –2.41 or 0.41 b ) x = –11.4 or 1.4 2 . a) x = – 23 b) x = 5
c ) x = –4.75, –1.19, 1.19, or 4.75 d) x = 2 or 16

3
3 . a) x = 2, 5 b ) x = – 52 , 4 c ) x = – 43 , 1
d) x = 0 e ) x = 3, 4 f) –5 ± 41

4 . 20 km/hr 5 . 6:30 a.m. 6 . 9, 12

7. 2 8. B 9. 3 . 4
 Absolute Value, Radical, and Rational Equations
Lesson #6:
Inverse of a Rational Function
Warm-Up Review

Recall the following steps to find the inverse of a function.

Step 1 Step 2 Step 3 Step 4

Replace Interchange Replace

f(x) by y x and y to Solve for y
y by f –1(x)
obtain the (see
inverse. below)

• If the inverse of f(x) is a function, then the inverse function is denoted by f –1(x).
• If the inverse of f(x) is not a function, then the notation f –1(x) should not be used.

Class Ex. #1 2
Consider the function f(x) = .
x-4

a) State the equations of the asymptotes of the graph of f(x).

b ) State the domain and range of f(x).

c) Use the procedure above to determine the equation of the inverse function.

d ) State the equations of the asymptotes of the graph of f –1(x).

e) State the domain and range of the inverse function

f) Comment on your observations from the results of a), b), d), and e).
 302 Absolute Value, Radical, and Rational Equations Lesson #6: Inverse of a Rational Function

g) Graph y = f(x) and y = f –1(x) on y

the same grid.

x
-5 5

-5

Class Ex. #2 x-2

Find the inverse of the function f where f(x) = stating any domain restrictions on the
x+3
inverse function.

Complete Assignment Questions #1 - #5

 Absolute Value, Radical, and Rational Equations Lesson #6: Inverse of a Rational Function 303

Assignment
2x
1. Consider the function f(x) = .
x+1

a) State the equations of the asymptotes of the graph of f(x).

b ) State the domain and range of f(x).

c) Determine the equation of the inverse function.

d ) State the equations of the asymptotes of the graph of f –1(x).

e) State the domain and range of the inverse function

f) Graph y = f(x) and y = f –1(x) on y

the same grid.

x
-5 5

-5
304 Absolute Value, Radical, and Rational Equations Lesson #6: Inverse of a Rational Function

2. In each of the following functions whose equation is given:

• find the equation of the inverse function

• sketch a graph of the original function and the inverse.
• determine the domain, range and equations of any asymptotes of the inverse function.

1
a) y = y
x-3

2x
b) y = y
x-3

2x
c) y = y
3 - 4x

x
 Absolute Value, Radical, and Rational Equations Lesson #6: Inverse of a Rational Function 305

3. Find the inverse of the following functions, stating any domain restrictions for
the inverse function.

1 x
a) f(x) = b ) f(x) =
x-7 x+3

x-2 5x - 3
c) f(x) = d ) f(x) =
x 4x + 1

Multiple –1 1 –1
Choice 4. If f (x) is the inverse of the function f(x) = x + 2 , x π –2, then f (x) equals
1 - 2x
A. ,xπ0
x
1
B. ,xπ -2
x+2
1
C. ,xπ -2
x-2
D. x+2

x
5. If f(x) = , then the domain and the range of the inverse function are respectively
x-2
A. x π –2; y π –1
B. x π 2; y π 1
C. x π 1; y π 2
D. x π –1; y π –2
306 Absolute Value, Radical, and Rational Equations Lesson #6: Inverse of a Rational Function

Answer Key

1 . a) vertical asymptote: x = –1, horizontal asymptote: y = 2

b ) domain: {xΩx π –1, x Œ ¬} range:{yΩy π 2, y Œ ¬}
x
c ) f –1(x) =
2-x
d) vertical asymptote: x = 2, horizontal asymptote: y = –1
e ) domain: {xΩx π 2, x Œ ¬} range:{yΩy π –1, y Œ ¬}

1 + 3x
2 . a) y = , domain: {xΩx π 0, x Œ ¬} vertical asymptote: x = 0
x
range: {yΩy π 3, y Œ ¬} horizontal asymptote: y = 3

3x
b) y = , domain: {xΩx π 2, x Œ ¬} vertical asymptote: x = 2
x-2
range: {yΩy π 3, y Œ ¬} horizontal asymptote: y = 3

3x
c) y = , domain: ÏÔÌxΩx π – 12 , x Œ ¬ Ô̧˝ vertical asymptote: x = – 12
4x + 2 ÔÓ Ô˛
range: ÔÏÌyΩy π 4 , y Œ ¬ Ô̧˝
3 3
horizontal asymptote: y = 4
ÔÓ Ô˛

1 + 7x 3x
3 . a) f –1(x) = , xπ0 b ) f –1(x) = , xπ1
x 1-x

2 –3 - x 5
c ) f –1(x) = , xπ1 d) f –1(x) = , xπ 4
1-x 4x - 5

4. A 5. C
 Mathematical Reasoning Lesson #1:
Inductive Reasoning, Conjectures, and Counterexamples
Warm-Up Pascal’s Triangle

The triangular array of numbers shown is known as Pascal’s Triangle (named after Blaise
Pascal who developed the triangle and its applications in the 17th century. The Chinese
developed such an array seven centuries earlier in the 10th century).

• Complete the next two rows of Pascal’s Triangle.

1
1 1
1 2 1
1 3 3 1
1 4 6 4 1
1 5 10 10 5 1
1 6 15 20 15 6 1

Inductive Reasoning

Inductive reasoning is a type of reasoning in which we arrive at a conclusion, generalization,

or educated guess based on experience, observations, or patterns. In the Warm-Up, the next
two rows of Pascal’s Triangle were completed by your observing the patterns from the
previous rows.

Conjecture

The conclusion, generalization, or educated guess which is arrived at by inductive reasoning is

called a conjecture.

Note Conjectures may or may not be true.

Class Ex. #1 Consider the following

22 + 1 = 5 (prime number)
2 a) Write a conclusion based on the information.
4 + 1 = 17 (prime number)
62 + 1 = 37 (prime number)
2
10 + 1 = 101 (prime number)
b ) The answer to a) is a _____________ based
202 + 1 = 401 (prime number)
on _______________ ______________.
362 + 1 = 1297 (prime number)
 308 Mathematical Reasoning Lesson #1: Inductive Reasoning, Conjectures, & Counterexamples

Counterexample

A counterexample is an example which shows that a conjecture is not true (false).

Class Ex. #2 Provide a counterexample to show that the conclusion in Class Ex. #1 is false.

Class Ex. #3 A student constructed the following three triangles and measured the interior angles.

i) ii) iii)
53° 45° 70°
30°
65°
40° 110°
37°

What conjecture can be made from this information?

Note • A theorem is a statement which can be proved using logical or deductive reasoning as we
shall see later in Lesson 2 of this unit. A theorem cannot be proved using inductive
reasoning because we can never be certain that the conclusion is always true.
• The conjecture in Class Ex. #3 is a theorem called the Angle Sum of a Triangle Theorem.
• Notice we have not proved this theorem.

Class Ex. #4 In the first diagram –ACD is an exterior angle and –CAB and –CBA are the interior
opposite angles to –ACD.
E
F
A 38° 89° L K
53°
85° 115° 65°
120° 127° 52° J
35° 60° G
D 63°
B C
H I
Write a conjecture about the relationship between the exterior angle of a triangle and the sum
of the two interior opposite angles.

Note The conjecture in this example is a theorem called the Exterior Angle Theorem.
We have not proved this theorem because we have used inductive reasoning.
 Mathematical Reasoning Lesson #1: Inductive Reasoning, Conjectures, & Counterexamples 309

Class Ex. #5
Dawn graphed the equation y = x x using her graphing calculator and the window
x: [–5, 5, 1] y:[–4, 4,1]. After observing the screen, she made the conjecture y = x x has the
domain D = {xΩx > 0, x Œ ¬}. Is her conjecture true? If not, give a counterexample.

Complete Assignment Questions #1 - #12

Assignment
1. Consider the following pattern of triangles.
Figure 1 Figure 2 Figure 3

a) Determine the number of small triangles in each figure and use this information
to make a conjecture.

b ) Draw two more examples that demonstrate your conjecture.

2. Consider the sequence of multiplications shown.

3 ¥ 9 = 27
33 ¥ 9 = 297
333 ¥ 9 = 2997
3333 ¥ 9 = 29997

a) Use this information to make a conjecture.

b ) Show two more examples that demonstrate your conjecture.

310 Mathematical Reasoning Lesson #1: Inductive Reasoning, Conjectures, & Counterexamples

3. Consider a pattern of multiplications.

1¥1=1
11 ¥ 11 = 121
111 ¥ 111 = 12321
1111 ¥ 1111 = 1234321

a) Predict the answers to 11111 ¥ 11111 = ________________________

1111111 ¥ 1111111 = ____________________________

b ) Use this information above to make a conjecture.

4. Consider a pattern of multiplications.

11 ¥ 11 = 121
11 ¥ 11 ¥ 11 = 1 331
11 ¥ 11 ¥ 11 ¥ 11 = 14 641

a) Use this information to make a conjecture.

b ) Provide a counterexample to prove your conjecture is false.

5. Consider the following computations for subtracting a number from the reverse of the
number. In each case the larger number is subtracted from the smaller number.

41 - 14 = 27 Æ 2+7=9

312 - 213 = 99 Æ 9 + 9 = 18 Æ 1+8=9

9451 - 1549 = 7902 Æ 7 + 9 + 0 + 2 = 18 Æ 1+8=9

98652 - 25689 = 72963 Æ 7 + 2 + 9 + 6 + 3 = 27 Æ 2+7=9

a) Use this information to make a conjecture.

b ) Show two more examples that demonstrate your conjecture.

 Mathematical Reasoning Lesson #1: Inductive Reasoning, Conjectures, & Counterexamples 311

6. Consider the pattern of multiplications.

12345679 ¥ 9 ¥ 1 = 111111111

12345679 ¥ 9 ¥ 2 = 222222222

12345679 ¥ 9 ¥ 3 = 333333333

a) Use this information to make a conjecture.

b ) Show two more examples that demonstrate your conjecture.

c) Provide a counterexample to show your conjecture is false.

7. In each case a conjecture is given. Provide one example which supports each conjecture and
one counterexample which shows the conjecture is false.

a) The sum of two consecutive prime numbers is even.

b ) If a quadrilateral has four equal sides, it has four equal angles.

c) x 2 = x.

d ) A point lies in the second quadrant if its x coordinate is negative.

e) The square of a number is greater than or equal to the number.

312 Mathematical Reasoning Lesson #1: Inductive Reasoning, Conjectures, & Counterexamples

8. The diagrams below show the number of distinct regions which can be formed when points
on a circle are joined.

a) Complete only the first three entries in the table below.

Number of points on the circle 2 3 4 n

Number of regions

b ) Complete the following conjecture and complete the fourth entry in the table.

“If there are n points on a circle, the number of regions equals _________ .”

c) Show that n = 5 supports the conjecture by

completing the diagram.

d ) Complete the diagram for n = 6 and use the

result to test the conjecture.

e) Complete the following statement.

“The value of n = 6 is a _____________________ to the conjecture in b)

 Mathematical Reasoning Lesson #1: Inductive Reasoning, Conjectures, & Counterexamples 313

Questions #9 - #11 refer to the following

A Fibonacci sequence of numbers is a sequence in which the sum of two consecutive terms
gives the next term, eg. starting with the sequence 1, 1 . . ., the third term is 1 + 1 = 2, etc.
Consider the Fibonacci sequence 1, 1, 2, 3, 5, 8, 13, 21, . . .

9. a) Write the first 15 terms of the sequence.

1, 1, 2, 3, 5, 8, 13, 21, ____, ____, ____, ____, ____, ____, 610

b ) Heidi picks four consecutive Fibonacci numbers. She multiplied the outside two and
the inside two and subtracted the answers. She tried this procedure with the following
sets of four numbers. Complete her work.
2, 3, 5, 8 Æ 2 ¥ 8 =16, 3 ¥ 5 = 15 Æ 16 - 15 = 1

8, 13, 21, 34

____, ____, ____, 610

c) Use this information to make a conjecture.

d ) Show one more example that demonstrates your conjecture.

10. a) Write any ten consecutive Fibonacci numbers.

b ) Find the sum of the ten numbers.

c) Multiply the fourth last number by 11. What do you notice?

d ) Repeat parts a) - c) by selecting two further sets of ten consecutive Fibonacci numbers.

e) Make a conjecture based on your observations.

11. Viktor made a conjecture that for any three consecutive Fibonacci numbers, the absolute
difference of the product of the first and last numbers and the square of the middle
number is 1. Provide three examples which support this conjecture.
 314 Mathematical Reasoning Lesson #1: Inductive Reasoning, Conjectures, & Counterexamples

Multiple 12. Stacey makes the following conjecture for all real numbers a, b, and c.
Choice If a < b then ca < cb.
Which of the following values of c provides a counter example to Stacey’s conjecture?

A. 2
B. 0.5
C. –2
D. p

Answer Key Figure 4 Figure 5

1 . a) 1, 4, 9. b ) Answers may vary

The number of triangles is
the square of the figure number.

2 . a) Multiplying a numeral with n 3’s by 9 will result 42 = 16 52 = 25

in a numeral with first digit 2 followed by n - 1
9’s, followed by 7
b ) Answers may vary 33333 ¥ 9 = 299997, 333333 ¥ 9 = 2999997

3 . a) 123454321, 1234567654321
b ) Multiplying a numeral with n 1’s by itself results in the numeral 123 ... (n - 1) n (n - 1) ... 321.

4 . a) Multipling 11 ¥ 11 ¥ 11 ¥ ... to n factors results in a numeral which is the (n + 1)th row

of Pascal’s Triangle
b ) 11 ¥ 11 ¥ 11 ¥ 11 ¥ 11 ¥ 11 = 116 = 1771561 which is not the 7th row of Pascal’s Triangle.

5 . a) When a number is subtracted from the reverse of the number, and the digits in the answer are
repeatedly added until a single digit is produced, the answer is 9
b ) Answers may vary 634 - 436 = 198 1 + 9 + 8 = 18 1+8=9
8437 - 7248 = 1089 1 + 0 + 8 + 9 = 18 1+8=9
6 . a) When the number 12345679 is multiplied by 9 and then by the whole number n, the result is the
number nnnnnnnnn.
b ) Answers may vary 12345679 ¥ 9 ¥ 5 = 555555555, 12345679 ¥ 9 ¥ 8 = 888888888
c ) Answers may vary 12345679 ¥ 9 ¥ 10 = 1111111110

7 . Answers may vary a) 3 + 5 = 8, 2 + 3 = 5 b ) Square, rhombus c) 52 = 5, (–6)2 π –6

2 2
d) (–3, 4), (–3, –4) e ) 6 ≥ 6, (0.1) ≥ 0.1
8 . a) 2, 4, 8 b ) 2n - 1 c ) There are 16 regions, so n = 5 supports the conjecture.
d) There are 31 regions, so n = 6 does not support the conjecture. e ) counterexample

9 . a) 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610

b ) 8, 13, 21, 34 Æ 8 ¥ 34 = 272, 13 ¥ 21 = 273 Æ 273 - 272 = 1
144, 233, 377, 610 Æ 144 ¥ 610 = 87840, 233 ¥ 377 = 87841 Æ 87841 - 87840 = 1
c ) When four consecutive Fibonacci numbers are chosen, the absolute difference of the product of the
outside two and the product of the inside two is 1 d) Answers may vary

10. a), b), c), d), answers may vary

e ) the sum of 10 consecutive Fibonacci numbers equals the fourth last number multiplied by 11
11. Answers may vary 2, 3, 5 Æ 2 ¥ 5 = 10, 32 = 9 Æ 10 - 9 = 1
2
5, 8, 13 Æ 5 ¥ 13 = 65, 8 = 64 Æ 65 - 64 = 1
12. C 55, 89, 144 Æ 55 ¥ 144 = 7920, 892 = 7921 Æ 7921 - 7920 = 1
 Mathematical Reasoning Lesson #2:
Deductive Reasoning
Warm-Up #1 Review of Inductive Reasoning

Recall that inductive reasoning is a type of reasoning in which we arrive at a conjecture based
on experience, observations, or patterns.

Inductive reasoning, however, does not guarantee that the conjecture is true in all cases, no
matter how many examples we have to support a conjecture. Just because we cannot find a
counterexample does not mean that one does not exist.

Inductive reasoning can never be used to prove a conjecture.

Inductive reasoning can play a part in a discovery of mathematical truths, but some other form
of reasoning is required to make the proof.

Warm-Up #2

Suzy dropped off a film at “Quick One Hour Photo”. Quick One Hour Photo advertises
that your film will be developed within one hour or there is no charge.

Suzy dropped off a film at 10:00 am and it wasn’t developed until 11:15 am

What can Suzy deduce from this information?

Deductive Reasoning

Deductive reasoning (also called logical reasoning) is the logical process of using true
statements to arrive at a conclusion. In Warm-Up #2 Suzy used deductive reasoning to
conclude her film would be developed free of charge.

Class Ex. #1 Write a conclusion which can be deduced from each pair of statements.

a) Every whole number is an integer. Six is a whole number.

b ) Water freezes below 0°C. The temperature is –15°C.

Theorem

A theorem is a statement which can be proved using logical or deductive reasoning.

 316 Mathematical Reasoning Lesson #2: Deductive Reasoning

Class Ex. #2 In Lesson 1, Class Ex. 3, we used inductive reasoning to write a conjecture about the
relationship between the exterior angle of the triangle and the sum of the two interior opposite
angles. This conjecture is a theorem called the Exterior Angle Theorem. Use deductive
reasoning to prove the Exterior Angle Theorem.

a
b c x

Class Ex. #3 a) Complete the chart using inductive reasoning to make a conjecture.

Test Test Test

Case 1 Case 2 Case 3
Instruction

choose a number less than 10

Add 7

Multiply by 2

Subtract the original number

Subtract 2

Subtract the original number

b ) Prove your conjecture using deductive reasoning.

Let x represent the original number chosen.

Instruction General Case

choose a number less than 10

Add 7

Multiply by 2

Subtract the original number

Subtract 2

Subtract the original number

c) We have proved that whatever original number is chosen the final answer is _____ .

d ) Does the original number have to be less than 10?

 Mathematical Reasoning Lesson #2: Deductive Reasoning 317

Note In this lesson we will be considering statements involving odd numbers or even numbers.

Note that:

• Every even number is of the form 2n, where n Œ N.

• Every odd number is of the form 2n - 1, where n Œ N.

Class Ex. #4
Consider the following statement:

“When two odd numbers are added, their sums are always even”

a) Use inductive reasoning ( three cases) to suggest the statement is true.

b ) Use deductive reasoning to complete the proof of the statement above.

Let the numbers be 2n - 1 and 2m - 1.

Complete Assignment Questions #1 - #4

318 Mathematical Reasoning Lesson #2: Deductive Reasoning

Assignment
1. Write a conclusion which can be deduced from each pair of statements.

a) Leona lives in 100 Mile House. 100 Mile House is in British Columbia.

b ) Joan is taller than Stefan. Stefan is taller than Patrick.

c) The sides of a rhombus are equal. PQRS is a rhombus.

d ) Prime numbers have two factors. 13 is a prime number.

2. a) Complete columns “Choice 1”, “Choice 2”, and “Choice 3”, only.

Instruction Choice 1 Choice 2 Choice 3 General Case

Choose a number less than 10 n
Add on 4
Double it
Add on 7
Add on the original number
Divide by 3
Subtract the original number
Add on the number of the month you were born in.
Add on 4
Multiply by 100
Add on the number of the day you were born
Multiply by 100
Add the last two digits of the year you were born
Subtract 90 000

b ) Make a conjecture based on your answers in columns

“Choice 1”, “Choice 2”, and “Choice 3”.

c) Use deductive reasoning to complete column “General Case” and show that no matter
which number you choose to start with, the conjecture is true.
 Mathematical Reasoning Lesson #2: Deductive Reasoning 319

3. Use deductive reasoning to prove the following statements.

a) The sum of any three consecutive even numbers is divisible by six.

b ) The sum of any three odd numbers is an odd number.

c) A product of any two odd numbers is an odd number.

d ) The difference of the squares of two consecutive even numbers is divisible by four.
320 Mathematical Reasoning Lesson #2: Deductive Reasoning

4. In the last lesson, we made a conjecture about Fibonacci numbers, which stated that the sum
of any 10 consecutive Fibonacci numbers was equal to 11 times the fourth last number.

Use deductive reasoning with the Fibonacci sequence starting x, y, x + y, x + 2y, . . to

prove the conjecture.

Answer Key

1 . a) Leona lives in British Columbia. b ) Joan is taller than Patrick.

c ) The sides of PQRS are equal. d) 13 has two factors.

2 . a) Answers may vary, Choice 1 was for birth date May 12, 1986

Instruction Choice 1 General Case

Choose a number less than 10 4 n
Add on 4 8 n+4
Double it 16 2n + 8
Add on 7 23 2n + 15
Add on the original number 27 3n + 15
Divide by 3 9 n+5
Subtract the original number 5 5
Add on the number of the month you were born in. 10 5+M
Add on 4 14 9+M
Multiply by 100 1400 900 + 100M
Add on the number of the day you were born 1412 900 + 100M + D
Multiply by 100 141200 90000 + 10000M + 100D
Add the last two digits of the year you were born 141286 90000 + 10000M + 100D + Y
Subtract 90 000 51286 10000M + 100D + Y

b ) The answer is the birth date MM/DD/YY.

 Mathematical Reasoning Lesson #3:
Connecting Words - ”And”, “Or”, & “Not”
Statement

In mathematics we deal with statements. A statement is a sentence that is either true or false.
A sentence which may be judged true by one person and false by another is not considered a
statement - it is an opinion.

Consider the following:

• Wayne Gretzky played for the New York Rangers during the 1998-99 hockey season.
(This statement is true - it is a fact)

• Wayne Gretzky played for the Edmonton Oilers during the 1996-97 hockey season.
(This statement is false)

• Wayne Gretzky will always be known as Canada’s greatest hockey player.

(This is not a statement - it is an opinion).

• Was Wayne Gretzky born in Canada?

(This is not a statement - it is a question.).

Compound Statement

A compound statement is a statement formed by combining two or more statements using

the words and, or, or not.

Class Ex. #1 Consider the following statements:

i ) Jan Arden is a Canadian singer.

ii) Jan Arden has a restaurant in Calgary.

Combine the above statements to form a compound statement.

The Negation of a Statement

The negation of a statement is the exact opposite of the statement.

Often the word not is used to form the negation of a statement.

Class Ex. #2
A student made the following false statement: “All triangles are isosceles.”
Which of the statements below is the negation of the above statement?

A. All triangles are not isosceles.

B. Not all triangles are isosceles.
C. All triangles are scalene or equalateral.
 322 Mathematical Reasoning Lesson #3: Connecting Words - “And”, “Or”, & “Not”

“Or” as Inclusive in Mathematics

When “or” is used in everyday language, it can be inclusive or exclusive.

Note However in mathematics, “or” is always inclusive.

The use of “or” in ordinary English

Consider the following examples for the use of “or” in ordinary English usage:

i ) “In order for Drew to have the necessary prerequisites to go to college next term, he
needs a pass in Grade 12 Physics or a pass in Grade 12 Chemistry this semester”. This
statement means that Drew will have the necessary prerequisites if;
• he passes Grade 12 Physics alone, or
• he passes Grade 12 Chemistry alone, or
• he passes both Grade 12 Physics and Grade 12 Chemistry.

This is an example of the inclusive use of “or” in everyday language.

ii) John asked Helen how she was getting to school tomorrow. She replied
“I will take the bus or drive myself”.
This means that Helen either takes the bus or she drives, but not both.

This is an example of the exclusive use of “or” in everyday language.

The use of “or” in Mathematics

Consider the following example for the use of “or” in Mathematics:

i ) Ivan rolled a pair of dice and the sum of the two numbers was an odd number or a prime
number.
This means that the sum was
• an odd number, or
• a prime number, or
• both an odd number and a prime number.

This is an example of the inclusive use of “or” in mathematics.

Class Ex. #3 a) List the whole numbers less than 20 that are divisible by 3.
b) List the whole numbers less than 20 that are divisible by 5.
c) List the whole numbers less than 20 that are divisible by 3 and 5.
d) List the whole numbers less than 20 that are divisible by 3 or 5.

Complete Assignment Questions #1 - #5

 Mathematical Reasoning Lesson #3: Connecting Words - “And”, “Or”, & “Not” 323

Graphing Single Variable Inequalities on a Number Line

Recall the following for graphing single variable inequalities on a number line where the
domain is the set of real numbers:
• an open circle on the number line means that the solution to the inequality does not
include that particular number.
• a solid circle on the number line means that the solution to the inequality does include
that particular number.

Class Ex. #4 Write a compound statement using inequalities and the word and or or to describe each
solution set. In the cases where the word and is used, write the compound statement as a
single statement.
a) b)

-4 -3 -2 1 0 1 2 3 4 5 6 7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

c) d)

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 -3 -2 -1 0 1 2 3 4 5 6 7 8

Class Ex. #5 Graph the following inequalities on a number line, where x Œ ¬.

a) x > 0 and x < 2 b ) x £ –3 or x > 5

c) x > 2 and x > 4 d ) x > 2 or x > 4

e) x > 2 and x < –6 f) x £ 5 or x ≥ 0

Complete Assignment Questions #6 - #11

324 Mathematical Reasoning Lesson #3: Connecting Words - “And”, “Or”, & “Not”

Assignment
1. Which of the following sentences are statements?

a) Vancouver is the capital of British Columbia.

b ) Edmonton is a better place to live then Calgary.

c) Mars has two moons.

d ) Is Grade 11 math the best subject in high school?

e) Po is one of the Teletubbies.

f) The New York Yankees are the best baseball team.

g) A parallelogram has four equal sides.

h ) How many equations are required to form a system of equations?

i ) Not all rectangles are squares.

j) Pat is a girl.

2. For each of the statements in question #1, write the negation of the statement.

3. In each of the following cases, form a compound statement from the statements given.

a) • 7 is a prime number • 7 is an odd number.

b ) • Hydrogen is a gas • Helium is a gas.

c) • Juno is a German Shepherd • Juno is not a cat.

 Mathematical Reasoning Lesson #3: Connecting Words - “And”, “Or”, & “Not” 325

4. Consider the following compound statements. In each case state all the values of the
variable which make the compound statement true. The variables are defined on the set of
natural numbers.

a) a is less than10, and a is a prime number less than 25.

b ) b is less than10, or b is a prime number less than 25.

c) c is an odd number less than 10, or c is a factor of 10.

d ) d is an odd number less than 10, and d is a factor of 10.

e) e is a factor of nine, or e is an even prime number.

f) f is a factor of nine, and f is an even prime number.

g) g is an even number less than 40, and g is divisible by 7.

h ) h is an odd number, and h 2 is less than 30.

i ) i is a multiple of 5, and i is a factor of 30, and i is an even number.

5. a) Give an example of the inclusive use of “or” in everyday language.

b ) Give an example of the exclusive use of “or” in everyday language.

c) Give an example of the inclusive use of “or” in mathematics.

d ) Give an example of the inclusive use of “and” in mathematics.

326 Mathematical Reasoning Lesson #3: Connecting Words - “And”, “Or”, & “Not”

6. Write a compound statement using inequalities and the word and or or to describe each
solution set. In the cases where the word and is used, write the compound statement as a
single statement.
a) b)

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 1 2 3 4 5 6 7 8 9 10 11 12

c) d)

-3 -2 -1 0 1 2 3 4 5 6 7 8 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

e) f)

-9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 -3 -2 -1 0 1 2 3 4 5 6 7 8

7. Graph the following inequalities on a number line, where x Œ ¬.

a) x £ –2 or x > 6 b ) x > –2 and x < 3

c) x > 4 or x < –2 d ) x £ –1 and x > –3

e) x < 5 and x £ 4 f) x > 1 or x > 3

g) x < 5 or x > 7 h ) x < 5 and x > 7

i) x < –4 and x ≥ 1 j) x £ 4 or x ≥ –2
 Mathematical Reasoning Lesson #3: Connecting Words - “And”, “Or”, & “Not” 327

8. Graph the solution for the following compound inequalities.

a) 2x + 4 £ 8 and –10x ≥ 50 b ) –3x + 7 < –x - 3 or 2x < 6

Multiple 9. The graph shown represents the solution to which of the following compound inequalities?
Choice

-7 -1

A. x > –7 or x < –1
B. x < –7 or x > –1
C. x < –7 and x > –1
D. x > –7 and x < –1

10. Which of the following compound inequalities can be written as 2 £ x £ 6?

A. x≥2 or x £ 6
B. x£2 or x ≥ 6
C. x≥2 and x £ 6
D. x£2 and x ≥ 6

Numerical 11. The solution to the compound inequality x - a ≥ 2.2 or x + 2 ≥ 8 is x ≥ 5.

Response The value of a, to the nearest tenth, is _____ .

(Record your answer in the numerical response box from left to right)
328 Mathematical Reasoning Lesson #3: Connecting Words - “And”, “Or”, & “Not”

Answer Key

1 . a), c), e), g), i), j)

2 . a) Vancouver is not the capital of British Columbia.

c) Mars does not have two moons.
e) Po is not one of the Teletubbies.
g) A parallelogram does not have four equal sides.
i) All rectangles are squares.
j) Pat is not a girl.

3 . a) 7 is a prime number and an odd number. b ) Hydrogen and helium are gases.
c ) Juno is a German Shepherd and is not a cat.

4 . a) 2, 3, 5, 7 b ) 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 13, 17, 19, 23 c ) 1, 2, 3, 5, 7, 9, 10 d) 1, 5

e ) 1, 2, 3, 9 f ) no solution g ) 14, 28 h ) 1, 3, 5 i ) 10, 30

5 . Answers may vary a) For a class party you can bring cakes or juice.
b ) Tommorrow I will wear black shoes or brown shoes
c ) Depending on the context of the question, the solution to x2 = 9 is 3 or –3.
d) A square has four equal angles and four equal sides

6 . a) x > –5 and x < 1 Æ –5 < x < 1 b ) x £ 4 or x > 10 c ) x < 3 or x ≥ 6

d) x > –3 and x £ 3 Æ –3 < x £ 3 e ) x ≥ –6 and x £ –2 Æ –6 £ x £ –2 f ) x < –1 or x = 3

7.
a) b)

2 6 –2 3

c) d)

–2 4 –3 –1
e) f)

4 1
g) h)

5 7 no solution
i) j)

–4 1 –2 4

8.

a) b)

–5 3 5

9. D 10. C 11. 2 . 8
 Mathematical Reasoning Lesson #4:
Venn Diagrams - Part One
In the last lesson we defined the use of “and”, “or”, and “not” in mathematics and
applied them to number lines and everyday usage. In this lesson we will apply the use of
“and”, “or”, and “not” to sets and Venn Diagrams.

Set
A set is a well defined collection of objects which can be defined by listing its members or
by using set notation.

eg. P = {the set of even numbers less than 10} = {2, 4, 6, 8}

Warm-Up Review

Recall and complete the following class example from the last lesson.

a) List the set of whole numbers less than 20 that are divisible by 3.

b ) List the set of whole numbers less than 20 that are divisible by 5.

c) List the set of whole numbers less than 20 that are divisible by 3 and 5.

d ) List the set of whole numbers less than 20 that are divisible by 3 or 5.

Class Ex. #1 Consider the following two sets.

A = {whole numbers less than 20 that are divisible by 3}

B = {whole numbers less than 20 that are divisible by 5}

The intersection of the two sets is the set A and B (sometimes written A « B).
It is the set of elements which are members of both sets A and B.

a) List the intersection of the sets. A and B =

The union of two sets is the set A or B (sometimes written A » B).

It is the set of elements which are members of set A or set B, or both.

b ) List the union of the sets. A or B =

Venn Diagrams 17. 4.

7.
1. A B
Relationships between sets can be shown in a
Venn diagram. The Venn diagram to the right 3. 6. 15. 5.
represents the information from Class Ex. #1. 2. 9. 14.
10.
12. 18.
The elements of each set are marked with a dot to 11.
distinguish them from the number of elements in 13.
each set (see Class Ex. #5). 8.
16. 19.
 330 Mathematical Reasoning Lesson #4: Venn Diagrams - Part One

Class Ex. #2 In each of the following Venn diagrams, shade the region representing the given set.
a) The intersection of the two sets , i.e. the set A and B.

A B

b ) The union of the two sets , i.e. the set A or B.

A B

c) The complement of the set A , i.e. the set not A.

A B

Class Ex. #3 Use the Venn diagram to list the members of the following sets.

a) P = { 11.
P Q
b) Q = {
2. 7.
9. 10.
29.
c) P and Q = 8.

d ) P or Q = 16.

e) not P =

f) not Q =
 Mathematical Reasoning Lesson #4: Venn Diagrams - Part One 331

Class Ex. #4 Use the information in Class Ex. #3 to list the following sets

a) not P and not Q =

b ) not P or not Q =

c) not (P or Q) =

d ) not (P and Q) =

e) Which two pairs of sets are identical?

Note Venn diagrams can also be used to represent the number of members in each set and not
the individual elements as the next class example illustrates.

Class Ex. #5 The diagram displays the number of students who are
members of Students’ Council (S) and the number of
students who are on the Yearbook Committee (Y) S Y

How many students are: 12 3 7

a) on Students’ Council?

b ) on both Students’ Council and Yearbook Committee?

c) on the Yearbook Committee but not on Students’ Council?

d ) on Students’ Council or Yearbook Committee?

Class Ex. #6 In a homeroom of 20 students, 15 take Math, 12 take Social, and 10 take Math and Social.
Show this information in a Venn Diagram. How many students take neither Math nor
Social?

Complete Assignment Questions #1 - #10

332 Mathematical Reasoning Lesson #4: Venn Diagrams - Part One

Assignment
1. Consider the Venn diagram shown
List the elements of the following sets: M N
a) M = { w p. r.
t. v.
b ) M and N q. s.
x. u.
c) M or N

d ) not M

e) not N

f) not (M and N)

2. Using the Venn diagram in question #1, which sets are represented by:

a) {r, s, t, v} b ) {p, q} c) {u, w, x}

3. Consider the set of prime numbers less than 20.

Let A = {3, 5, 7, 11, 19} and B = {2, 3, 7, 13}. A B
a) Complete the Venn diagram to illustrate
this information.

b ) List the members of the following sets:

i ) A and B ii) A or B

iii) not A iv) not(A or B)

4. The diagram displays the number of girls who are

members of the school soccer team (S) and the school S V
volleyball team (V).
15 2 9
How many girls are:

a) on both teams?

b ) on the soccer team and not on the volleyball team?

c) on only one team?

d ) on the soccer team or on the volleyball team?

 Mathematical Reasoning Lesson #4: Venn Diagrams - Part One 333

5. All the students in a class of 35 take Physics or Chemistry or both. 29 take Chemistry,
and 15 take Physics. How many take both?

6. Of the students in grade 11 at a certain high school, 76 are enrolled in physical

education, 24 are enrolled in music, and 10 are enrolled in both physical education and
music. If there are 15 students in grade 11 who are not enrolled in physical education
or music, how many students are in grade 11?

7. In a school survey it was found that 140 students had a cell phone or a personal
compact disc player. If 86 students had a cell phone and 70 students had a personal
compact disc player, how many students had both?

8. The Venn diagram shows the number of students who did English homework, Math
homework, or Social homework on the weekend. None of the students did homework
for any other subject. How many students did:

a) English homework English Math

11 7 21
b ) only English homework

c) English homework and Social homework Social

14
d ) English homework or Math homework

e) Math homework and not Social homework

f) Homework for only one subject.

 334 Mathematical Reasoning Lesson #4: Venn Diagrams - Part One

Multiple 9. If P = {quadrilaterals which have 4 equal sides} and Q = {quadrilaterals which have 4
Choice equal angles}, then a trapezoid is a member of which of the following sets?

A. P and Q
B. P and not Q
C. not P and Q
D. not P and not Q

Numerical 10. In a survey of 400 households, 285 had 2 televisions, and 320 had a microwave oven.
Response If 63 households did not have 2 televisions or a microwave oven, the percentage of
households in the survey which had both 2 televisions and a microwave oven, to the
nearest tenth, is _____ .

(Record your answer in the numerical response box from left to right)

Answer Key

1 . a) {p, q, t} b ) {t} c ) {p, q, r, s, t, v}

d) {r, s, u, v, w, x} e ) {p, q, u, w, x} f ) {p, q, r, s,u, v, w, x}

2 . a) N b ) M and not N c ) not M and not N or not (M or N)

3 . a)
A B
5. 2.
3.
11. 13.
7.
19.
17.

b ) i ) {3 and 7} i i ) {2, 3, 5, 7, 11, 13, 19} iii) {2, 13, 17} i v ) {17}

4 . a) 2 b ) 15 c ) 24 d) 26

5. 9 6 . 105 7 . 16

8 . a) 18 b ) 11 c) 0 d) 39 e ) 28 f) 46

9. D 10. 6 7 . 0
 Mathematical Reasoning Lesson #5:
Venn Diagrams - Part Two
Class Ex. #1 The Venn diagram displays the results of a survey of 100
students in a high school regarding technology in their P
personal lives.
3
P represents the number of students with a cellular phone
1 1
C represents the number of students with a computer C 6 D
D represents the number of students with a CD player
68 2 17
a) How many students own only a cellular phone? 2
b ) How many students own a cellular phone?

c) How many students own a computer and a personal CD player?

d ) How many students own a computer or a personal CD player?

e) How many students own all three items?

f) What does the number 2 outside the three circles represent?

g) What does the number 2 inside the circles represent?

Class Ex. #2 In each of the following Venn diagrams, shade the region indicated.

a) A and B b ) A or B
A A

B B
C C

c) A and not B d ) A and not B and not C

A A

B B
C C
 336 Mathematical Reasoning Lesson #5: Venn Diagrams - Part Two

Class Ex. #3 In Big Hill High School, 185 grade eleven students were surveyed to determine which soft
drinks they liked to drink. 115 drank coke, 92 drank root beer, 100 drank orange, 43 drank
coke and orange, 52 drank root beer and coke, 57 drank root beer and orange, and 25 drank
all three. Show this information in a Venn Diagram and answer the following questions.

Venn Diagram

How many students:

a) drank only coke? b ) drank coke or root beer?

c) did not like to drink any of the three drinks?

Class Ex. #4 150 grade 11 students were asked which of the following 3 television programs they watch
regularly - “Friends”, “Survivor”, and “Crocodile Hunter”. 102 students watched
“Friends”, 70 watched “Survivor” and 40 watched “Crocodile Hunter”.
25 students watched both “Friends” and “Survivor”, 27 watched “Friends” and
“Crocodile Hunter”, and 30 watched “Survivor” and “Crocodile Hunter”.

Let x = the number of students who watch all three programs.

Complete each section of the Venn diagram in Friends

terms of x starting from the inside out and hence
form an equation in x which can be solved to give
the number of students who watched all three
programs.

Survivor Crocodile Hunter

Complete Assignment Questions #1 - #10

 Mathematical Reasoning Lesson #5: Venn Diagrams - Part Two 337

Assignment
1. Use the Venn diagram to list the elements of the following sets:
A
a) A

b ) A and B 5.

c) A and B and C B 2. 9. 3. C
8.
d ) B or C
1. 7. 6. 10.
e) A or B or C
4.
f) not C

g) A and not B

h ) C and not A and not B

2. In each of the following Venn diagrams, shade the region indicated.

a) R or T b ) R and not S

R S R S

T T

c) R and S and not T d ) not R and not S and not T

R S R S

T T
338 Mathematical Reasoning Lesson #5: Venn Diagrams - Part Two

3. The partially completed Venn diagram displays the

P
results of a 145 teenagers regarding their favorite fast
food.

• P = 75 represents the number of teenagers who liked

pizza. B 10 8 W
• B = 60 represents the number of teenagers who liked 5
burgers.
• W = 68 represents the number of teenagers who 35
liked wraps.

a) Complete the Venn Diagram.

b ) How many teenagers liked:

i ) pizza and burgers and wraps? ii) burgers and not wraps?

iii)burgers and pizza? iv) only burgers and pizza?

v) burgers or pizza? vi) none of the three types of fast food?

4. The students from Mr. Hennesey’s grade 11 class were surveyed. 19 students take Math,
10 students take Math and Physics, 14 students take only Chemistry, 12 students take
Chemistry and Math, and 3 students take all three subjects. 2 students do not take any of
these subjects and all Physics students take Math.

a) Show this information in a Venn diagram.

b ) How many students:

i) are there in Mr. Hennesey’s homeroom? ii) take only Math?

iii)take Chemistry and not Math? iv) take Chemistry or Physics?

 Mathematical Reasoning Lesson #5: Venn Diagrams - Part Two 339

5. All the students in grade 11 were surveyed about their participation in the following
extra-curricular activities - sports (S), music (M), or drama (D).

170 students participated in sports of whom 139 participated only in sports.

52 students participated in drama, of whom 18 participated in only drama.
48 students participated in music, of whom 12 participated only in music.
5 students participated in all three activities and 20 students did not participate in any of the
three activities.

a) Draw a Venn diagram and illustrate as much of the above information as you can.

b ) In order to complete the Venn diagram, Kalon represented the number of students who
participated in only sports and drama by x, the number of students who participated in
only sports and music by y, and the number of students who participated in only drama
and music by z.

Form three equations in the variables and solve the system to determine the values
of x, y, and z.

c) How many students are in grade 11?

 340 Mathematical Reasoning Lesson #5: Venn Diagrams - Part Two

6. To cater for a school party, all of the 115 students involved brought at least one of the
following items: sandwiches (S), chips (C), or lemonade (L). 54 brought sandwiches, 70
brought lemonade, 19 brought chips and lemonade only, 22 brought sandwiches and
lemonade only, 24 brought lemonade only, and 15 brought sandwiches only.
How many students brought only chips?

Use the following information to answer questions #7 and #8

Volleyball Soccer
The Venn diagram illustrates
the number of girls who played 10 1 11
on various school sports teams. 2
2 3
2 Basketball

15

Field Hockey

Multiple 7. The number of girls who played soccer and volleyball was
Choice
A. 1
B. 3
C. 8
D. 29

8. The number of girls who played on exactly two teams was

A. 6
B. 8
C. 9
D. 11
 Mathematical Reasoning Lesson #5: Venn Diagrams - Part Two 341

Use the following information to answer questions #9 and #10

Of the 21 teachers in a high school who teach Biology, Chemistry, or Physics,
or some combination of these, no one teaches both Biology and Physics.
8 teach Biology, of whom 5 do not also teach Chemistry. 7 teach Physics.

Numerical 9. The number of teachers who teach Chemistry or Physics is _____ .

Response (Record your answer in the numerical response box from left to right)

10. If the number of teachers who teach either Biology or Chemistry is the same as the
number of teachers who teach either Chemistry or Physics, then the number of teachers
who teach Chemistry is _____ .
(Record your answer in the numerical response box from left to right)

Answer Key

1 . a) {2, 3, 5, 8, 9} b ) {2, 8} c ) {8} d) {1, 2, 3, 6, 7, 8, 9, 10}

e ) {1, 2, 3, 5, 6, 7, 8, 9, 10} f ) {1, 2, 4, 5} g ) {3, 5, 9} h ) {6, 10}

2.
a) b) c) d)

3 . a)
P
b) i) 5 i i ) 20 iii) 15
52
i v ) 10 v ) 120 vi) 5
B 10
8 W
5

10 35 20

5
342 Mathematical Reasoning Lesson #5: Venn Diagrams - Part Two

4 . a)
M P
b) i ) 35 ii) 0 i i i ) 14 iv) 33
0 7 0
3
9 0

14
C 2

5 . a)
S M
b ) x = 12, y = 14, z = 17
139 y 12
5
x z c ) 237
18
D 20

6 . 18 7. B 8. C

9. 1 6 10. 1 1
 Mathematical Reasoning Lesson #6:
If/Then Statements
Note To be eligible to vote in Canada, a person must meet the following criteria:
• a Canadain citizen • at least 18 years of age • name must be on list of electors
Assume that for this lesson when the phrase “Canadian citizen 18 years of age or older” is
used that the person’s name is on the list of electors.

Conditional Statement

A conditional statement is a statement which is written using “if” and “then”.

A conditional statement has two parts to it:

• a hypothesis (the part following “if”), and,

• a conclusion (the part following “then”).

A conditional statement, sometimes called an “if - then” proposition, may be true or false.

eg. If a Canadian citizen is 18 years of age or older, then the person is able to vote.
eg. If a person lives in Calgary, then the person must have been born in Alberta.

Converse

A conditional statement has a converse which may or may not be true. This occurs when the
hypothesis and the conclusion are interchanged.

eg. If a Canadian citizen is able to vote, then the person is 18 years of age or older.
eg. If a person was born in Alberta, then the person must live in Calgary.

Class Ex. #1 Write the following statement as a conditional statement and identify the hypothesis and the
conclusion.
“An acute angled triangle has three angles which are each less than 90°.”

Class Ex. #2 Write the converse of the conditional statement in Class Ex #1. Is the converse true?

Class Ex. #3 Write down a true conditional statement for which the converse is not true.
 344 Mathematical Reasoning Lesson #6: If / Then Statements

Biconditional Statement

A biconditional statement is a statement in which the conditional statement and its

converse are true.

When this occurs the conditional statement and its converse can be combined in
an “if and only if” statement.

eg. A Canadian citizen is allowed to vote if and only if the person is 18 years of age or older.

Class Ex. #4 A conditional statement and its converse are given.

“If a triangle is obtuse angled, then the triangle has one angle between 90° and 180°.”

“If a triangle has one angle between 90° and 180°, then the triangle is obtuse angled.”

If both statements are true, write a biconditional statement.

Contrapositive Statement

The contrapositive of a conditional statement is formed by taking the converse of the

conditional statement and negating both the hypothesis and the conclusion of the converse.

eg.

Conditional Statement
If a Canadian citizen is 18 years of age or older, then the person is able to vote.

Converse
If a Canadian citizen is able to vote, then the person is 18 years of age or older.

Contrapositive
If a Canadian citizen is not able to vote, then the person is not 18 years of age or older.

Class Ex. #5 Write the contrapositive of the following conditional statement.

“If a triangle is obtuse angled, then the triangle has one angle between 90° and 180°.”

Converse

Contrapositive
 Mathematical Reasoning Lesson #6: If / Then Statements 345

Class Ex. #6 Consider the following “if - then” proposition:

“If z > 2, then z 2 > 4.”

a) Is the original proposition true? If not, give a counterexample.

b ) Write the converse. Is it true? If not, give a counterexample.

c) Write the contrapositive. Is it true? If not, give a counterexample.

Class Ex. #7 Consider the following conditional statement:

“If Peter lives in Alberta, then Peter lives in Red Deer.”

a) Is the conditional statement true?

b ) Write the converse. Is it true?

c) Write the contrapositive. Is it true?

Note Class Ex. #6 and #7 are examples of the following general rules.

A conditional statement and its contrapositive are equivalent statements. This means that:

• If the conditional statement is true, then so is the contrapositive.

• If the conditional statement is false, then so is the contrapositive.

Complete Assignment Questions #1 - #13

346 Mathematical Reasoning Lesson #6: If / Then Statements

Assignment
1. Write each statement as a conditional statement.

a) A quadrilateral which is a square has diagonals which bisect each other.

b ) Students who attend high school in Kelowna attend high school in British Columbia.

c) A polygon with 6 sides is a hexagon.

d ) A composite number has only one factor.

e) Triangles with three equal angles are congruent to each other.

f) A quadratic function has two distinct zeros.

g) A cubic function is a polynomial function of degree 3.

h ) The highest mountain in the world is in Nepal.

2. Which of the conditional statements in question #1 are true and which are false?

3. Write the converse of each of the conditional statements in question #1.

 Mathematical Reasoning Lesson #6: If / Then Statements 347

4. Which of the converse statements in question #3 are true and which are false?

5. Write the contrapositive of each of the conditional statements in question #1.

6. Which of the contrapositive statements in question #5 are true and which are false?

7. Comment on any relationships you observe between the answers to

questions #2, #4, and #6.

8. State the conditions for a statement to be biconditional.

Where appropriate, write the statements in question #1 as biconditional statements.
348 Mathematical Reasoning Lesson #6: If / Then Statements

9. Consider the following conditional statement:

“If x > 3, then x 2 > 3 ”

a) Is the conditional statement true? If not, give a counterexample.

b ) Write the converse. Is it true? If not, give a counterexample.

c) Write the contrapositive. Is it true? If not, give a counterexample.

10. Consider the following “if - then” proposition:

“If –3x < –6, then x < 2 ”

a) Is the proposition true? If not, give a counterexample.

b ) Write the converse. Is it true? If not, give a counterexample.

c) Write the contrapositive. Is it true? If not, give a counterexample.

11. Give an example of the following:

a) an “if - then” statement where the converse is true.

b ) an “if - then” statement where the converse is false.

c) an “if - then” statement where the contrapositive is true.

d ) an “if - then” statement where the contrapositive is false.

 Mathematical Reasoning Lesson #6: If / Then Statements 349

Multiple 12. Consider the following conditional statement:

Choice
“If the cube root of a number is negative, then the number is negative.”

The statement which is true is

A. only the conditional statement

B. only the contrapositive of the statement
C. only the converse of the statement
D. all of the above

13. Consider the following conditional statement:

“If a number is a multiple of 3, then it is divisible by 6.”

The statement which is true is

A. the conditional statement

B. the contrapositive of the statement
C. the converse of the statement
D. none of the above
350 Mathematical Reasoning Lesson #6: If / Then Statements

Answer Key
1 . a) If a quadrilateral is a square, then the diagonals of the quadrilateral bisect each other.
b) If students attend high school in Kelowna, then they attend high school in British Columbia.
c) If a polygon has six sides, then it is a hexagon.
d) If a number is composite, then it has only one factor.
e) If triangles have three equal angles, then they are congruent to each other.
f) If a function is a quadratic function, then it has two distinct zeros.
g) If a function is a cubic function, then it is a polynomial function of degree three.
h) If a mountain is the highest in the world, then it is in Nepal.

2 . True - a), b), c), g), h) False - d). e), f)

3 . a) If a quadrilateral has diagonals which bisect each other, then it is a square.

b) If students attend high school in British Columbia, then they attend high school in Kelowna.
c) If a polygon is a hexagon, then it has six sides.
d) If a number has only one factor, then the number is composite.
e) If triangles are congruent to each other, then they have three equal angles.
f) If a function has two distinct zeros, then the function is a quadratic function.
g) If a polynomial function is degree three, then it is a cubic function.
h) If a mountain is Nepal, then it is the highest mountain in the world.

4 . True - c), g) False - a). b), d), e), f), h)

5 . a) If a quadrilateral has diagonals which do not bisect each other, then it is not a square.
b ) If students do not attend high school in British Columbia, then they do not attend
high school in Kelowna.
c ) If a polygon is not a hexagon, then it does not have six sides.
d) If a number does not have only one factor, then the number is not composite.
e ) If triangles are not congruent to each other, then they do not have three equal angles.
f ) If a function does not have two distinct zeros, then the function is not a quadratic function.
g ) If a polynomial function does not have degree three, then it is not a cubic function.
h ) If a mountain is not in Nepal, then it is not the highest mountain in the world.

6 . True - a), b), c), g), h) False - d). e), f)

7 . The answers to question #2 and question #6 are identical, i.e., if a conditional statement is true, then so is
the contrapositive. If a conditional statement is false, then so is the contrapositive.

8 . A statement is biconditional if both the statement and the converse is true.

c) A polygon is a hexagon if and only if it has six sides.
g)A polynomial function is a cubic function if and only if it has degree three.

9 . a) True b ) If x2 > 3, then x > 3 - False, x = 2 is a counter example.

c ) If x2 > 3, then x > 3 - True

10. a) False - x = 3 is a counterexample

b ) If x < 2, then –3x < –6, False - x = 1 is a counterexample.
c ) If x < 2, then –3x < –6, False - x = 3 is a counterexample.

11. a) If a number is divisible by 3, then it is divisible by 6. Answers may vary.

b) If a number is divisible by 6, then it is divisible by 3. Answers may vary.
c) If a number is divisible by 6, then it is divisible by 3. Answers may vary.
d) If a number is divisible by 3, then it is divisible by 6. Answers may vary.

12. D 13. C
 Mathematical Reasoning Lesson #7:
Direct Proof
Direct Proof

Direct proof, or direct reasoning, begins with given information and uses deductive reasoning
to reach a conclusion.

Sometimes we start a direct proof by using a known theorem as in the next example.

Class Ex. #1 In the diagram, –PQR = 48° and –PRS = 114°. S

Use direct reasoning to prove that DPQR is an isosceles triangle.
The method using a two column approach has been started below. R
114°
Statement Reason

–PRQ = _____°

angle sum of a triangle is 180° 48°

Q P

Class Ex. #2 Gail was asked to prove the following P

“In DPQR prove that –P + –Q + –R = 180°.”

She has started the proof using a two column approach.

Complete her proof.
Q R
Gail’s Solution
P
S T
Draw a triangle PQR and a line segment ST –4 –5
through P parallel to QR. Give each angle a –1
number as indicated in the diagram.

To prove: –1 + –2 + –3 = 180° –2 –3
Q R
Statement Reason

–2 = –4
–3 = –5

straight line
 352 Mathematical Reasoning Lesson #7: Direct Proof

Class Ex. #3 Complete the two column proof to show that the E F
diagonals of a parallelogram bisect one another.

Statement Reason D

i) EH = FG
H G

ii) –HED = –FGD

iii)

iv) DHED is congruent

to DFGD

v) Corresponding sides
of congruent triangles
are equal
vi)

Complete Assignment Questions #1 - #4

Assignment
1. Complete the proof below to show that when two lines
intersect the opposite angles are equal, i.e. in the diagram
q
prove that –r = –s. r s
p
Statement Reason

–p + –s = 180°
 Mathematical Reasoning Lesson #7: Direct Proof 353

2. Complete the proof to show the following:

“ Given that the diagonals of a square intersect at right angles, prove that t
one diagonal bisects the other.

By using the information in the diagram, prove that t = z. z

y

Statement Reason x

each side = x units

Pythagorean Theorem

3. Triangle ABC is an isoceles triangle with AC =BC. B

If –CAE = –CBD prove that –EAB = –ABD
E

A
354 Mathematical Reasoning Lesson #7: Direct Proof

4. In the diagram, DOPS and DOQR are both isosceles triangles. S

Prove that –POQ = –SOR.

P
 Circle Geometry Lesson #1:
Circles and Chords
Warm-Up #1 Basic Terminology Review

Equidistant - an equal distance from.

Perpendicular Lines - intersect at right angles.

Bisect - divide into two equal parts.

Perpendicular Bisector - a line which bisects another line at right angles.

Warm-Up #2 Circle Terminology

Circle - a circle is defined as the set of all points equidistant from a fixed point.

Chord - a line segment which joins two points on the circumference of a circle.

Segment - a chord which divides a circle into two segments.

Diameter - a chord which passes through the centre of a circle.

Radius - a line segment which joins the centre of a circle to any point on the circumference
of the circle (the radius is half the length of the diameter).

Arc - part of the circumference of a circle.

Sector - a region of a circle bounded by two radii and an arc.

Class Ex. #1 In the diagram C is the centre of each circle and different parts of the circle are labelled.

Figure 1 Figure 2 Figure 3

E
A
C
C
C
B Y S
Z
R
D
a) List the names of:
i ) a diameter ii) four radii iii) two chords

iv) a major arc v) a minor arc

b ) Shade the following regions with the given pattern:

i ) a major segment ii) a minor segment iii) a major sector iv) a minor sector
 356 Circle Geometry Lesson #1: Circles and Chords

Properties of Chords on a Circle

The perpendicular bisector of a chord passes through the centre of a circle.

Extensions to the above property:

• If a line is drawn from the centre of a circle and is perpendicular to a chord, then
the line bisects the chord.
• The line drawn from the centre of a circle to the midpoint of a chord is
perpendicular to the chord.

Note The following Warm-Up can be done by:

• using a software program such as Geometer’s Sketchpad,
or
• using the diagrams below with a compass set.

Warm-Up #3 Confirming Properties of Chords on a Circle

Confirm the following properties of chords on a circle:

a) The perpendicular bisector of a chord passes through the centre of a circle.

C C

b ) If a line is drawn from the centre of a circle and is perpendicular to a chord, then the line
bisects the chord.

C C

c) The line drawn from the centre of a circle to the midpoint of a chord is perpendicular to
the chord.

C C
 Circle Geometry Lesson #1: Circles and Chords 357

The Perpendicular Bisector Theorem

Any point on a perpendicular bisector of a line segment is equidistant from the

endpoints of the segment.

Class Ex. #2 Use the method below to prove the Perpendicular Bisector Theorem.

Solution: E
Given line segment BD with midpoint A. Let E be any point on the
perpendicular bisector of chord BD.
Prove DEAB and DEAD are congruent and show that EB = ED. B A D

The converse of the Perpendicular Bisector Theorem (which is also true) states the following:
Any point equidistant from the endpoints of a line segment lies on the
perpendicular bisector of the segment.

Class Ex. #3 Use the converse of the Perpendicular Bisector Theorem to prove that
the perpendicular bisector of chord BD passes through the centre C of
the circle.
C
Solution:

B A D

Circle Chord Properties

The following circle chord properties can be used in problem solving.

• The perpendicular bisector of a chord passes through the centre of a circle.

• If a line is drawn from the centre of a circle and is perpendicular to a chord, then the line
bisects the chord.
• The line drawn from the centre of a circle to the midpoint of a chord is perpendicular to
the chord.
• Two chords are equidistant from the centre of a circle if and only if the chords are of
equal length.
 358 Circle Geometry Lesson #1: Circles and Chords

Class Ex. #4 Find the value of x in each of the following diagrams.

a) b) c)
10 C 8 30
C C
8 x° x
x

Class Ex. #5 Use congruent triangles and the properties of chords on a circle to 10
determine the value of x to one decimal place. C is the centre of the
circle.

x 8

Class Ex. #6 The diagram show the cross section of a horizontal cylindrical pipe. Water is
lying in the pipe and is 20 cm deep at the middle of the section. If the width
of the water surface is 80 cm, calculate the diameter of the pipe.

Complete Assignment Questions #1 - #11

 Circle Geometry Lesson #1: Circles and Chords 359

Assignment
1. State the circle chord property which can be established from each diagram.
O is the centre of the circle in each case.
a) A

O
B

b) A

O
B

c) C

D
B

2. Explain whether each statement is true or false. O is the centre.

C
a) b)

O O
y
B x
D
A

AD = DB x=y
360 Circle Geometry Lesson #1: Circles and Chords

3. In the following diagrams, O is the centre of the circle. Find the values of x and y rounding
to the nearest tenth where necessary.

a) b) c)
13 x 9 12
O
y x 3
O 12 O x 7

10

d) e) f) x
x
4 6 y 15
15
O O O
x 17

g) h)

8
O O
x 6

14
x
 Circle Geometry Lesson #1: Circles and Chords 361

4. In order to hang a circular mirror with a radius of 8 3 cm, a triangular

bracket is glued to the back of it.

Calculate the exact value of the area of the triangular bracket if each edge
of the triangular bracket is 24 cm in length.

5. A circular water pipe has a diameter of 50 cm. If the width of the water surface in the pipe
is 36 cm, find the maximum depth of the water to the nearest tenth of a cm. Explain why
there are two possible answers.

Multiple 6. PQ and RS are two parallel horizontal chords 6 cm and 8 cm long in the upper half of a
Choice circle. If the radius of the circle is 5 cm, the distance in cm between the chords is

A. 1
B. 2
C. 3
D. 4
 362 Circle Geometry Lesson #1: Circles and Chords

7. In a circle chord AB is twice the length of chord CD. The distance of AB from the centre of
the circle

A. is twice the distance of CD from the centre

B. is half the distance of CD from the centre
C. is the same as the distance of CD from the centre
D. cannot be found from the given information.

Numerical 8. A chord 7.6 cm long lies in a circle with radius 4.8 cm. The distance, to the nearest tenth of
Response a cm, between the chord and the centre of the circle, is _____ .

(Record your answer in the numerical response box from left to right)

9. A circular poker table is supported by a wooden square bracing inscribed in the circle.
If the diameter of the table is 2.4 m, then the length of each side of the
square bracing, to the nearest tenth of a metre, is _____ .

(Record your answer in the numerical response box from left to right)

10. The circular base, of a large hemispherical dome is shown.

The diameter is 60 m and the chords shown are equal in length and
form the support beams of the dome.
60 m
To the nearest tenth of a metre, the two support beams
are _____ metres apart. 16 m

(Record your answer in the numerical response box from left to right)
 Circle Geometry Lesson #1: Circles and Chords 363

11. A square is inscribed in a circle of diameter 30 cm with centre C.

Four lines are drawn between the midpoints of the adjacent sides
of the square which form a smaller square. The perimeter of the
smaller square, to the nearest tenth of a cm, is _____ .
C

(Record your answer in the numerical response box from left to right)

Answer Key

1 . a) A line drawn from the centre of the circle, perpendicular to a chord, bisects the chord.
b ) The line drawn from the centre of a circle to the midpoint of a chord is perpendicular to the chord.
c ) Two chords equidistant from the centre of a circle are of equal length.

2 . a) False - because the perpendicular bisector of the chord AB should pass through the centre of the circle
b ) True - because chords equidistant from the centre of the circle are of equal length and the line drawn
from the centre of the circle, perpendicular to a chord, bisects the chord.

3 . a) x = 12, y = 5 b ) x = 6.7 c ) x = 5.7 d) x = 7.5

e) x = 5 f ) x = 8, y = 33.0 g ) x = 3.9 h ) x = 2.5

4 . 144 3 cm2.

5 . 7.7 cm or 42.3 cm.

There are two answers because the water level could be above or below the middle of the pipe

6. A 7. D

8. 2 . 9 9. 1 . 7

10. 5 7 . 8 11. 6 0 . 0
364 Circle Geometry Lesson #1: Circles and Chords
 Circle Geometry Lesson #2:
Circles and Angles
Warm-Up #1 Basic Terminology Review

Supplementary Angles - angles which add to 180°

Obtuse Angle - an angle between 90° and 180°

Reflex Angle - an angle between 180° and 360°

Warm-Up #2 Circle Terminology

Central Angle - An angle with its vertex at the centre of a circle and with two radii
forming the arms.

Inscribed Angle - An angle with its vertex on the circumference of a circle and with
two chords forming the arms.

Subtended - enclosed by or surrounded by.

Note Recall that a chord divides a circle into two arcs. The smaller arc is a minor arc and the larger
arc is a major arc. Unless otherwise stated, any arc referred to will be a minor arc.

Class Ex. #1 In the following diagrams C is the centre of the circle. Fill in the blanks.
D

a) –ADB is an _______________ angle _______________ by

C
the _______________ AB.
A B

b ) –ACB is a _______________ angle _______________ by C

A B
the _______________ AB.

c) Reflex –ACB is a _______________ angle _______________ by C

A B
the _______________ AB.
 366 Circle Geometry Lesson #2: Circles and Angles

Class Ex. #2 a) Name two angles on the circumference subtended by: E

i ) arc BC ii) arc DE iii) arc AED

D

O
b ) Name a chord which subtends the following angles:
A
i ) –CEA ii) –BED

B C

c) Which arc subtends the following inscribed angles?

i ) –CED ii) –ACE iii) –AEC iv) –AED

Class Ex. #3 O is the centre of the circle. E

D
a) Name the central angle subtended by:

i ) arc BC ii) arc EB iii) arc EC

O
A
iv) arc CD v) major arc CD
C
B

b ) Which arc subtends:

i ) –EOC ? ii) –CBA ? iii) –BDE ?

Complete Assignment Questions #1 - #2

 Circle Geometry Lesson #2: Circles and Angles 367

Note The following Explorations can be done by:

• using a software program such as Geometer’s Sketchpad,
or
• by using the diagrams below with a protractor.

Properties of Angles in a Circle

Exploration 1

a) Use a protractor to confirm the following property of angles in a circle.

O is the centre of each circle:

The measure of the central angle is equal to twice the measure of the
inscribed angle subtended by the same arc.
D D C
i) ii) iii)
D

O C O
O

C
A A A

b ) Verify the above property by calculating the measure of –AOB and comparing it with the
measure of –ACB.
C

30° 25°

O
A
B

D
c) Prove the above property in the general case below.
C

x° y°

O
A
B

D
368 Circle Geometry Lesson #2: Circles and Angles

Exploration 2

a) In the diagrams below, where O is the centre, name three angles subtended by the arc, or
chord CA.

i) D ii) D
R R
S S

O O
C
C

A A

b ) Use a protractor to confirm the following property of angles in a circle.

Inscribed angles subtended by the same arc (or chord) are congruent.

c) Use the property in exploration 1 to prove the above property for

the general case below where –COA = x°.

S R
O
y° z°
x°

A
C
 Circle Geometry Lesson #2: Circles and Angles 369

Exploration 3

a) Use a protractor to confirm the following property of angles in a circle.

O is the centre of each circle:

The angle inscribed in a semi circle is a right angle.

C
i) B C ii) D
D B
O
O A
E

b ) Use the property in exploration 1 to prove an angle subtended by the diameter on a circle
is a right angle.

B C

Properties of Angles in a Circle

• The measure of the central angle is equal to twice the measure of the inscribed
angle subtended by the same arc.

• Inscribed angles subtended by the same arc (or chord) are congruent.

• The angle inscribed in a semi circle is a right angle.

 370 Circle Geometry Lesson #2: Circles and Angles

Class Ex. #4 Find the missing values in each. O is the centre.

a) F b) F c)
f° x° + 60° G
G R
g° O
O O r°
x° 120° 150°
S r° S t° 45°
130°
E E T U

Class Ex. #5 In the diagram O is the centre of the circle and angle PSQ = 48°. Q
Determine the measure of angle QOR.
P

O
R

Complete Assignment Questions #3 - #17

Assignment
Unless otherwise stated, O is the centre of the circles for all the questions
in this assignment.

1. Consider the following diagram. E

a) Name two angles at the circumference subtended by:

D A
i ) arc ED ii) arc CB iii) arc ABC

O
B
b ) Name a chord which subtends the following angles.

i ) –DBA ii) –EBC C

c) Which arc subtends the following inscribed angles?

i ) –DBC ii) –ADB iii) –ABD iv) –ABC

 Circle Geometry Lesson #2: Circles and Angles 371

2. Consider the following diagram. A

a) Name the central angle subtended by:

E
i ) arc ED ii) arc EB iii) arc BD
O B

iv) arc CD v) major arc CD vi) major arc BD

C
D
b ) Which arc subtends:

i ) –BOD ? ii) –BEA ? iii) –BDE ?

3. For each of the following diagrams

• determine which of the statements are true,
• describe the property of inscribed angles for those statements which are true, and,
• for those statements which are false, rewrite the given statement so that it is true.
D
a) b) c) D

O O
D O B
C C C
A A A
1
–COA = 2–CDA –COA = –CDA –CBA = –CDA
2

d) C e) C D
B D B
O E
O E
A A

–ABD = –ACD = –AED –ABD = –ACD = –AED

372 Circle Geometry Lesson #2: Circles and Angles

4. Find the value of the missing variables.

a) D b) B c)
x° x° D
D
O 83°
40° O x°
100° O A
y°
C C C
A A

5. Find the value of the variables. The centre of each circle is marked with a solid point.

a) b) c)
38° x° z°

x° y°
x° 275° 32°

75°
d) e) f) v°
x° u°
z° 310° w°
x° y°
68°
y° z° x°
y°

x° + 20° v° + 10°
g) z° h) i)
z°
x° w°
y°
40° 110°
y° y° 74°
z°
 Circle Geometry Lesson #2: Circles and Angles 373

Multiple 6. O is the centre of the circle shown.

Choice H
If the angles GOI and GHI differ by 32°, then the size of GHI is

A. 16°
O
B. 32°
C. 64° G
D. 67°
I

7. The solid point is the centre of the circle shown. Of the following relationships, the one
which is false is

A. v=w
v° w°
1
B. v= x
2 x°
C. v+w=x y° z°

D. y = z = 2v

8. In the diagram O is the centre of the circle. B

If –AOC is 112°, then –ABC is C
A. 90° A 112°
B. 124° O
C. 137°
D. 248° D

9. The sketch shows a tunnel with a steel frame

bolted underneath it to give it more support.
A, B, C, and D represent the points at which the B C
frame is bolted. The arch of the tunnel of the
bridge is a semi-circle, with AD as the diameter.
The size of –ACB is 62°
A D
A. 28°
B. 31°
C. 34°
D. 42°

10. In the diagram PR = QR. If –QOS = x°, then –PRQ is equal to Q

S
A. 2x°
1
B. 180° - x° R
2 P
O
C. 180° - x°
D. 180° - 2x°
T
 374 Circle Geometry Lesson #2: Circles and Angles

Use the following information to answer numerical response questions #11 - #15.

For the diagram:

• –BAD = 65°
• OB intersects the midpoint of chord AC
• AD and BE are diameters.

O
B E

C D

Numerical 11. The measure of –ADB, to the nearest degree, is _____ .

Response (Record your answer in the numerical response box from left to right)

12. The measure of –BOC, to the nearest degree, is _____ .

(Record your answer in the numerical response box from left to right)

13. The measure of –BOD, to the nearest degree, is _____ .

(Record your answer in the numerical response box from left to right)

14. The measure of –CED, to the nearest degree, is _____ .

(Record your answer in the numerical response box from left to right)

15. The measure of –ACE, to the nearest degree, is _____ .

(Record your answer in the numerical response box from left to right)
 Circle Geometry Lesson #2: Circles and Angles 375

16. The points L, M, and N are on the circumference of the circle with centre C. The measure
of –LMN = 55° and –MCN = 86°.
The measure of –MCL, to the nearest degree, is _____ .
(Record your answer in the numerical response box from left to right)

17. Isosceles triangle ABC, with AB = AC, is inscribed in a circle centre O.

If angle OBC = 25°, then the measure of angle ACO, to the nearest tenth of a
degree, is _____ .

(Record your answer in the numerical response box from left to right)
376 Circle Geometry Lesson #2: Circles and Angles

Answer Key

1 . a) i ) –EAD, –EBD, –ECD i i ) –CDB, –CEB iii) –AEC, –ADC

b ) i ) DA i i ) EC
c ) i ) DC i i ) AB iii) AD i v ) major arc AC

2 . a) i ) –EOD i i ) –EOB i i i ) –BOD i v ) –COD v ) reflex –COD v i ) reflex –BOD

b ) i ) BD i i ) BA iii) BE

3 . a) True - The measure of the central angle is equal to twice the measure of the inscribed angle subtended
by the same arc.
b ) False - –COA = 2–CDA
c ) False - –CBA = –CDA
d) True - The angle inscribed in the semi circle is a right angle.
e ) False - –ABD = –ACD π –AED

4 . a) x = 50° b ) x = 57°, y = 40° c ) x = 90°

5 . a) x = 76° b ) x = 42.5° c ) x = 32°, y = 64°, z = 32° d) x = 90°, y = 90°, z = 210°

e ) x = y = 25° f ) u = 34°, v = 56°, w = 34°, x = 34°, y = 56°, z = 56°
g ) x = 40°, y = 80°, z = 90° h ) x = 35°, y = 70°, z = 55° i ) v = 27°, w = 37°, y = 106°, z = 53°

6. B 7. D 8. B 9. A 10. C

11. 2 5 12. 5 0 13. 1 3 0

14. 4 0 15. 6 5 16. 1 6 4

17. 3 2 . 5
 Circle Geometry Lesson #3:
Cyclic Quadrilaterals
Warm-Up #1 Circle Terminology

Concyclic - Points which lie on the circumference of the same circle.

Cyclic Quadrilateral - A quadrilateral whose vertices are concyclic.

Note Recall that:

• a straight angle has a measure of 180°.

• the sum of the angles in a quadrilateral is 360°.

• two angles whose sum is 180° are called supplementary angles.

Class Ex. #1 Draw a diagram in which four points are concyclic.

Class Ex. #2 The following question was asked on a circle geometry unit test
D A
“ Is the four sided figure shown a cyclic quadrilateral? Explain.”
O
Kevin answered that it was a cyclic quadrilateral because the diagram shows C
a four sided figure contained within a circle. B

Explain why the teacher marked Kevin’s answer wrong.

Class Ex. #3 O is the centre of the circle and BD is the diameter. E

D
a) Name three cyclic quadrilaterals.

O
b ) Name two quadrilaterals which are NOT cyclic A
quadrilaterals.
C
B

Complete Assignment Question #1

 378 Circle Geometry Lesson #3: Cyclic Quadrilaterals

Note The following Warm-Up can be done:

• by using a software program such as Geometer’s Sketchpad,

or
• by using the diagrams below with a compass set.

Exploration 1 Exploring the Sum of the Opposite Angles of a Cyclic Quadrilateral

a) Use a protractor to measure the opposite angles of the following cyclic quadrilaterals.
A
i) A B ii) iii)

B B
D D
O O O
A

C C C
D

b ) Complete the following statement.

The sum of the opposite angles of a cyclic quadrilateral is _____ .

c) In order to prove the result in the general case, complete the P

following for the given diagram.
Q x°
i) Express in terms of x and y. S

–QOS = _____ reflex –QOS = _____ O

y°

ii) The sum of –QOS and reflex –QOS in degrees is _____ . R

iii) The sum of –QOS and reflex –QOS in terms of x and y is __________ .

iv) The sum of x and y is _____ .

d ) Write the converse of the statement in b).

e) Given that both the statement in b) and the converse are true,
write a biconditional statement.
 Circle Geometry Lesson #3: Cyclic Quadrilaterals 379

Exploration 2 Comparing the Exterior Angle to the Interior Opposite Angle

a) Use a protractor to measure the given exterior angle and the interior opposite angle in
each of the following cyclic quadrilaterals.

A
i) B ii) A iii)
K
B B
D O O A O

D
C C E
E D C

b ) What do you notice when you compare the exterior angle and the interior opposite angle
in a cyclic quadrilateral?

c) Prove the above result in the general case shown in the diagram.

z°

x° y°

Properties of Cyclic Quadrilaterals

• The opposite angles of a cyclic quadrilateral are supplementary.

• The exterior angle of a cyclic quadrilateral is equal to the interior opposite angle.
 380 Circle Geometry Lesson #3: Cyclic Quadrilaterals

Class Ex. #4 Find the missing values in each. O is the centre.

a) G b) F c)
z° x° 105° G F G
x° z°
O
O
F 35° 140° O 95°
y° 45° 110°
y° z° H D
x° D D y°
E
E E

Class Ex. #5 In the diagram O is the centre of the circle and R V

W
–UVW = 82° and –TOV = 144°.
O
Name the angles of the cyclic quadrilateral and state the measure of
the angles.
U
T

Complete Assignment Questions #1 - #11

Assignment
In this assignment O is the centre of the circle unless otherwise stated.

1. a) Name three cyclic quadrilaterals.

D
E

b ) Name two quadrilaterals which are NOT cyclic quadrilaterals. O C

A F

B
 Circle Geometry Lesson #3: Cyclic Quadrilaterals 381

2. In the following diagrams determine the values of a — j.

a) b) c)

e°
g°
d° O
c° 110° j°
78° 230°
b° a° h° 100°
63° f° i°

3. On each of the diagrams below, write the sizes of as many angles as possible.

a) F b) B

E
C 110° G
O
A
114°

60°

D C
D

c) d) 40°

S I
Q O
57° 80°
U H
T
L
P
382 Circle Geometry Lesson #3: Cyclic Quadrilaterals

4. In the diagram, PQR and STV are double chords. Q R

Angle SPQ = 70° and angle PST = 84° P
Determine the size of the remaining angles in the diagram.

T
S

5. In the diagram, ABCD is a parallelogram.

Prove that DABE is isosceles by showing that two of its angles are equal.
A B

D C

6. On the diagram there are twelve acute or obtuse angles whose measures are not given.
Determine the measure of each of these angles.

N
Q

62° 30° P
50°
K
L
 Circle Geometry Lesson #3: Cyclic Quadrilaterals 383

7. The diagram shows a triangle with its three altitudes intersecting at G.

a) Mark the six right angles in the diagram.

B
b ) Explain why AEGF is a cyclic quadrilateral.
Find two others like AEGF. F
D

E
C

Multiple 8. If –DOF is 150° and –ODE is 60°,

Choice then –DEF and–EFO, respectively, are
A. 30° and 120° O F
B. 120° and 30° 150°
C. 105° and 45°
60°
D. 150° and 60° D
E

9. In the diagram P, Q, R, and S are concyclic points. Q

a equals
a°
A. 30
B. 60
C. 90 R
D. 120 P 2a°

10. ABCD is a cyclic quadrilateral. BA and CD produced meet at K. Angle BCD = 80° and
angle ADK = 70°. The size of angle CKB is

A. 10°
B. 30°
C. 140°
D. unable to be determined
from the given information
 384 Circle Geometry Lesson #3: Cyclic Quadrilaterals

Numerical 11. ABCD is a cyclic quadrilateral. –A = (3x + 5)°, –B = (2x + 5)°, and –C = (x - 1)°.
Response The measure of –D, to the nearest degree, is _____ .

(Record your answer in the numerical response box from left to right)

Answer Key
1 . a) Any three of AEDB, AEDC, ECBA, EBCD b ) EDCO, EDCF

2 . a) –a = 117°, –b = 102°, –c = 63 b ) –d = 70°, –e = 55°, –f = 55°

c ) –g = 25°, –h = 65°, –i = 40°, –j = 10°

3.
a) F b) B

E 120°
57°
70° G
C 110°
110°
246° O
A
114°
60° 123°
D
D C
J

c) d) 40°

90°
80° K
60°
100°
S I
Q O 57° 120°
57° 57°
123° 80°
123° U H 60°
T
L
P

4. 6.
Q R M
P
70° 96° 84° 110°
20°
42°
96° N
50°
70° V
110° 88°
42°
110° 70° 70°
84° 30° P
T 110° 68° 62°
68° 50°
20°
S K
L
7 . b ) Opposite angles are supplementary. CEGD, BDGF
8. C 9. B 10. A 11. 8 7
 Circle Geometry Lesson #4:
Circles and Tangents
Warm-Up #1 Intersection of a Line and a Circle

The following cases are illustrated in the diagrams. l

• There is no point of intersection C

A
l
• There is one point of intersection. In this case the line l is tangent
to the circle. Point A is a point of tangency. C

l
• There are two points of intersection. In this case the line l is a secant. C

Note The following Warm-Ups can be done by:

• using a software program such as Geometer’s Sketchpad,

or
• by using the diagrams below with a compass set.

Warm-Up #2 Angle between Tangent and Radius

a) Use a protractor to measure a) b) N

the angles between the H
tangent and the radius at the
Q
points of tangency. O O
C
P
b ) What do you notice about the
angle between the tangent and
B
the radius at the point of M
tangency?
A I

Warm-Up #3 Comparing Lengths of Tangents from an External Point

a) Use a ruler to N
a) b)
measure each of the H H
length of the tangent
segments to the circle Z
O Z
from the external O
point.
I
I
P

b ) What do you notice about the length of the tangent segments to a circle
from an external point?
386 Circle Geometry Lesson #4: Circles and Tangents

Warm-Up #4 Angle between Tangent and Chord

A. • –a is an angle between the tangent and a chord.

• Name the inscribed angle on the opposite side of the chord.

• Measure both of these angles. –d

• What do you notice? –e O

–c
–b –a

B. • Name another angle between the tangent and a chord.

• Name the inscribed angle on the opposite side of the chord.

• Measure both of these angles.

• What do you notice?

Properties of Tangents to a Circle

• A tangent to a circle is perpendicular to the radius at the point of tangency

(as confirmed in Warm-Up #2).

• The tangent segments to a circle from any external point are congruent
(as confirmed in Warm-Up #3)

Extension to the above property

- the two tangents from the external point together with the two radii form a
kite shape, consisting of two congruent triangles.

• the angle between a tangent and a chord is equal to the inscribed angle on the
opposite side of the chord
(as confirmed in Warm-Up #4)

Extension to the above property

- the angle between a tangent and a chord is one half of the central angle
subtended by the same chord at the centre of the circle.
 Circle Geometry Lesson #4: Circles and Tangents 387

Class Ex. #1 Prove the tangent segments to a circle from any external point are congruent.

Class Ex. #2 Find the values of a - g using the properties of tangents to a circle. O is the centre of each
circle. Answer to one decimal place where necessary.
D

a) b) c)
a° c C g°
65° b° 8
O d° O
7 63°
O
f° A
e° 15°
48°
B

Class Ex. #3 Find the measures of the indicated angles. O is the centre of each circle.

a) b)

O w°
O
x°
48° 70°
y°
A
y° z°
x°
B
 388 Circle Geometry Lesson #4: Circles and Tangents

Class Ex. #4 In the diagram, PR is tangent to the circle at Q.

If the radius of the circle is 10 cm, and the length S R

of RQ is 18 cm, determine the length of RS to the O
nearest tenth of a cm.

Q
P

Complete Assignment Questions #1 - #12

Assignment
In this assignment O is the centre of the circle unless otherwise stated.

1. In the diagram, OACB is a tangent-kite. Name: A

a) one pair of congruent triangles. C

b ) two pairs of equal lines O

c) three pairs of equal angles B

d) a pair of right angles

2. Using the diagram in question #1, if OA = 3 cm and OC = 8 cm, calculate the lengths of
the tangents AC and BC to one decimal place.
 Circle Geometry Lesson #4: Circles and Tangents 389

3. MN is tangent to the circle.

MN = 48 cm and ON = 50 cm.
N
O
Find the length of the radius of the circle.

4. In the diagram, OABC is a tangent-kite and C

angle ABC = 48°.

Name two isosceles triangles and calculate the measure

of each angle in the diagram. O

5. In the diagram KL and ML are K

tangents to the circle.

a) If angle NKL = 70°, calculate L

the measure of each angle in
the diagram.
O N

b ) If OL = 5.4 cm and OK = 1.8 cm calculate the length of the tangents

to the nearest tenth of a cm.
390 Circle Geometry Lesson #4: Circles and Tangents

6. In each diagram tangents to the circle are shown.

Find the values of a - i using the properties of tangents to a circle.

a) b) B

f°
c° Q
b°
a° O
50° O
T
e°
30° 110° d° C
P A

c)

h° O
129° i°

g°

7. Tangents AB and AC are drawn from an external point A to a circle.

Prove that the points O, B, A, and C are concyclic points.

8. A spherical scoop of ice cream is placed in a cone. The scoop touches the cone 15 cm from
the apex of the cone. If the centre of the scoop is 15.4 cm from the apex of the cone,
calculate the radius, to the nearest tenth of a cm, of the scoop of ice cream.
 Circle Geometry Lesson #4: Circles and Tangents 391

9. In the diagram, C and D are respectively the

centres of circles of radius 4 cm and 6 cm.

If CD = 15 cm, determine the length of C D

the common tangent BE to the nearest tenth
of a cm

B
E

P T
Multiple 10. In the diagram, PT is a tangent to the circle at T.
Choice If –PTQ = 2 –OQT, the size of –OQT is

A. 20°
B. 30° O
C. 45°
D. 60° Q

Numerical
Response 11. In the diagram, tangents AB, AC, and BC, touch the A
circle at Z, Y, and X respectively.

BZ = 10 cm, CX = 8 cm and AY = 6 cm.

Z
The perimeter of triangle ABC, to the nearest tenth Y
of a cm, is _____ .

C B
X

(Record your answer in the numerical response box from left to right)
392 Circle Geometry Lesson #4: Circles and Tangents

12. In the diagram, AB is a tangent to the circle. B

If AB = 9 cm and AC = 4 cm, the length of OB,

to the nearest hundredth of a cm, is _____ .
A
C O

(Record your answer in the numerical response box from left to right)

Answer Key

1 . a) DOAC @ DOBC b ) OA = OB, AC = BC

c ) –OAC = –OBC, –AOC = –BOC, –ACO = –BCO d) –OAC and –OBC

2 . AC = BC = 7.4 cm 3 . 14 cm

4 . DAOC and DABC 5 . a) b ) KL = ML = 5.1 cm

C K
24 °
20 ° 70°
66 ° 132 ° 20 ° L
70 ° 20 °
O

B 48° 70°
24 ° 20 °
66 ° 70 °
A M

6 . a) –a = 130° , –b = 65°, –c = 65°

b ) –d = 30°, –e = 40°, –f = 70° c ) –g = 39°, –h = 78°, –i = 51°

8 . 3.5 cm 9 . 14.9 cm

10. B 11. 4 8 . 0 12. 8 . 1 3

 Circle Geometry Lesson #5:
Polygons
Regular and Irregular Polygons

A closed plane figure with 3 or more sides is called a polygon. When all its sides are equal
and all its angles are equal, it is called a regular polygon. A polygon which is not regular is
called an irregular polygon.

Polygons have special names according to the number of sides, eg, pentagon (5-sides),
hexagon (6-sides), etc.

Regular polygons can be constructed inside a circle as shown in Warm-Up #1.

Warm-Up #1 Calculating the Measure of the Interior Angle and the

Sum of the Measures of the Interior Angles of a Regular Polygon

• The diagrams above show some regular polygons inscribed in a circle. Joining each
vertex to the centre results in a number of isosceles triangles.

• Complete the table below to determine the measure of the interior angle of each polygon
and the sum of the measures of the interior angles of each polygon.

Name of Number Measure Measure of Measure Sum of Sum of the

Regular of sides of the the Base Angle of the the Measures
Polygon Central of the Interior Measures of the
Angle Isosceles Angle of of the Interior
Triangle the Interior Angles in
Polygon Angles in terms of
Degrees Right
Angles
Triangle 360 ÷ 3 (180 -120) ÷ 2 2 x 30° 3 x 60° 180 ÷ 90
3 = 120° = 30° = 60° = 180° = 2
Square 360 ÷ 4 (180 - 90) ÷ 2 2 x 45° 4 x 90° 360 ÷ 90
4 = 90° = 45° = 90° = 360° = 4
Pentagon

Nonogon
9
Dodecagon
12
n-sided
polygon
 394 Circle Geometry Lesson #5: Polygons

Note • Warm-Up #1 shows that the sum of the measures of the interior angles of
an n-sided regular polygon is (2n - 4) right angles or 180(n - 2)°

Warm-Up #2 Calculating the Sum of the Measures of the Interior Angles

of an Irregular Polygon

The diagrams below show some irregular polygons. Choosing a vertex and joining to other
vertices we can split the area of the polygon into non-overlapping triangles.

a) Choose a vertex on each of the irregular polygons below. Then join that vertex to other
vertices to construct non overlapping triangles.

b ) Complete the table below to determine the sum of the measures of the interior angles
of each polygon.

Name of Polygon Number Number of Sum of the Sum of the

of sides Non- Measures of the Measures of the
Overlapping Interior Angles Interior Angles in
Triangles in Degrees terms of Right
Angles
Triangle
3 1 180° x 1 = 180° 180 ÷ 90 = 2
Quadrilateral
4 2 180° x 2 = 360° 360 ÷ 90 = 4
Pentagon

Octagon

Decagon

100 sided polygon

n-sided polygon
 Circle Geometry Lesson #5: Polygons 395

Note • Warm-Up #2 shows that the sum of the measures of the interior angles of
an n-sided irregular polygon is (2n - 4) right angles or 180(n - 2)°.

• Warm-Ups #1 and #2 show that the sum of the interior angles of an n-sided polygon does
not depend on whether the polygon is regular or irregular.

We have the following property

The sum of the measures of the interior angles of an n-sided polygon is

(2n - 4) right angles or 180(n - 2)°

Extension to the above property

- Since there are n equal interior angles in a regular polygon, the measure of each angle is
°
180(n - 2)° ÊÁ 360 ˆ˜
= ÁË 180 -
n n ˜¯

The interior angle of an n-sided regular polygon

°
ÊÁ 360 ˆ˜
measures ÁË 180 -
n ˜¯ °
360 ˆ
interior angle = ÊÁ 180 - ˜
ÁË n ˜¯

Extension to the above property

- Since the exterior angle is supplementary to the interior angle, the measure

of the exterior angle = (180 - interior angle),

° °
ÊÁ 360 ˆ˜ ÊÁ 360 ˆ˜
i.e. exterior angle = 180° - ÁË 180 - = ÁË
n ˜¯ n ˜¯

The exterior angle of an n-sided regular polygon

°
ÊÁ 360 ˆ˜
measures ÁË °
n ˜¯
exterior angle = ÊÁ 360 ˆ˜
ÁË n ˜¯

It follows from the above property that

The sum of the measures of the exterior angles of an

n-sided regular polygon is 360°
 396 Circle Geometry Lesson #5: Polygons

Class Ex. #1 Calculate the sum of the measures of the interior angles of a polygon with the given number
of sides. Answer in terms of right angles and degrees.

a) 9 b ) 4x

Class Ex. #2 Determine the number of sides of a polygon whose interior angle sum equals 4140°

Class Ex. #3 Determine the number of sides of a regular polygon whose interior angle measures;

a) 170° b ) k°

Class Ex. #4 Determine the number of sides of a regular polygon whose exterior angle measures

a) 60° b ) k°

Class Ex. #5 Determine the values of x and a in the diagrams below.

(a + 20)°
a) b) 2a°
125° 115° (3a - 40)°

120° 130°
3a°
x°
110°
(a + 12)°

Complete Assignment Questions #1 - #10

 Circle Geometry Lesson #5: Polygons 397

Assignment
1. Complete the table below to determine the measure of the interior angle of each polygon and
the sum of the measures of the interior angles of each polygon.

Name of Number Measure Measure of Measure Sum of Sum of the

Regular of sides of the the Base Angle of the the Measures
Polygon Central of the Interior Measures of the
Angle Isosceles Angle of of the Interior
Triangle the Interior Angles in
Polygon Angles in terms of
Degrees Right
Angles
Hexagon

Octagon

Decagon

20 sided
polygon

100 sided
polygon

p-sided
polygon

2. Complete the table below to determine the sum of the measures of the interior angles
of each polygon.

Name of Polygon Number Number of Sum of the Sum of the

of sides Non- Measures of the Measures of the
Overlapping Interior Angles Interior Angles in
Triangles in Degrees terms of Right
Angles

Hexagon

Heptagon

Nonagon

Dodecagon

20 sided polygon

p-sided polygon
398 Circle Geometry Lesson #5: Polygons

3. Calculate the sum of the measures of the interior angles of a polygon with the given number
of sides. Answer in terms of right angles and degrees.

a) 12 b ) 15 c) 7y

4. Determine the number of sides of a polygon whose interior angle sum equals:

a) 720° b ) 1260° c) 2880° d ) 26 right angles

5. Determine the number of sides of a regular polygon whose interior angle measures;

a) 156° b ) 175° c) 171° d ) 2x°

6. Determine the number of sides of a regular polygon whose exterior angle measures

a) 15° b ) 40° c) 1° d ) 5k°

7. Determine the values of t and y in the diagrams below.

a) b) y° 33° 42°
t°

127° y°
114°
y° 135°
57° 94°
132° 83°
 Circle Geometry Lesson #5: Polygons 399

8. Regular polygon PQRST is inscribed in a circle.

Determine the measure of P

a) –TSP

T Q

b ) –TSQ

c) –SPR
S R

9. Determine the measures of the angles D

at C, D, E, F, G, and H.

C (4x + 10)°
7x°

E F
18x °
(8x + 5)° (3x – 5)°
H (7x + 5)°

Numerical 10. The interior angle of a regular polygon is 5 times as large as the exterior angle. The
Response number of sides in the regular polygon is _____ .

(Record your answer in the numerical response box from left to right)
400 Circle Geometry Lesson #5: Polygons

Answer Key

1. 2.
Name of Number Measure Measure of Measure Sum of Sum of the Name of Polygon Number Number of Sum of the Sum of the
Regular of sides of the the Base Angle of the the Measures of sides Non- Measures of the Measures of the
Polygon Central of the Interior Measures of the Overlapping Interior Angles Interior Angles in
Angle Isosceles Angle of of the Interior Triangles in Degrees terms of Right
Triangle the Interior Angles in Angles
Polygon Angles in terms of
Degrees Right Hexagon
Angles 6 4 720° 8
Hexagon Heptagon
7 5 900° 10
6 60° 60° 120° 720° 8
Nonagon
Octagon 9 7 1260° 14
8 45° 67.5° 135° 1080° 12 Dodecagon
Decagon 12 10 1800° 20
10 36° 72° 144° 1440° 16 20 sided polygon
20 sided 20 18 3240° 36
polygon p-sided polygon
20 18° 81° 162° 3240° 36
100 sided p p-2 [180(p - 2)]° 2p - 4
polygon
100 3.6° 88.2° 176.4° 17 640° 196
p-sided ÊÁ 360 ˆ˜ ° ÊÁ 90(p - 2) ˆ˜ ° ÊÁ 180(p - 2) ˆ˜°
polygon ˜¯ ÁË ˜¯
p ËÁ p ˜¯ ÁË p p
[180(p - 2)]° 2p - 4

3 . a) 20 right angles, 1800° b ) 26 right angles, 2340° c ) (14y - 4) right angles, (1260y - 360)°

4 . a) 6 b) 9 c ) 18 d) 15

180
5 . a) 15 b ) 72 c ) 40 d)
90 - x

72
6 . a) 24 b) 9 c ) 360 d)
k

7 . a) 121° b ) 110° 8 . a) 36° b ) 72° c ) 36°

9. –C = 105°, –D = 70°, –E = 270°, –F = 40°, –G = 110°, –H = 125°

10. 1 2
 Circle Geometry Lesson #6:
Relations Between Arcs, Sectors, and Angles

Note The work in this lesson is an extension to the curriculum, but should be a benefit to students
when they study arc length and radian measure in grade 12.

Warm-Up

a) How does the measure of –AOB compare to the measure A

of one complete rotation?

b ) How does the length of arc AB compare to the circumference B

O
of the circle?

c) How does the area of sector AOB compare to the area of the circle?

In general we have the following equal ratios:

–AOB arc AB area of sector AOB

= =
360° circumference area of circle

Relations Between Arcs, Sectors, and Angles

A
In the diagram, there are the following equal ratios. B

–AOB arc AB area of sector AOB

= = O
–COD arc CD area of sector COD

D C

Class Ex. #1 AB is the diameter of the circle. Find the numerical values of the following ratios:
C
arc AD
a)
arc DC D

area of sector AOD 30°

b) A B
area of sector COB O

arc DB
c)
arc AC
 402 Circle Geometry Lesson #6: Relations Between Arcs, Sectors, and Angles

Class Ex. #2 The tip of a minute hand of a clock is 8 cm from the centre.

How far, to the nearest tenth of a cm, does the tip of the minute hand move in five minutes?

Complete Assignment Quesitons #1 - #8

Assignment
1. In each of the diagrams below, calculate the indicated measure to one decimal place
where necessary.

a) arc AB b ) the circumference c) angle EOF

of the circle
A D
16 cm

4 cm Area = 248cm2
C E
55°
135° F
O O O 15.2 cm

B
 Circle Geometry Lesson #6: Relations Between Arcs, Sectors, and Angles 403

2. In the diagram, –AOB = 40° and –COD = 30°. A

Arc AB = 8.5 cm and the area of sector COD = 38.8 cm2. B

Calculate, to one decimal place:

O
a) the area of sector AOB

D C

b ) the length of arc CD.

3. In the diagram, arc PQ = 4.8 metres and arc RS = 7.8 metres.

If –POQ = 32°, determine:
P Q
a) the measure of – ROS to the nearest degree

b ) the diameter of the circle to the nearest metre S

c) the area of sector POQ to the nearest square metre.

404 Circle Geometry Lesson #6: Relations Between Arcs, Sectors, and Angles

4. Ron buys a ten inch pizza (a circular pizza of diameter ten inches) and Hermione buys a
twelve inch pizza. Ron’s pizza is cut into six equal parts, and he eats four of them.
Hermione’s pizza is cut into eight equal parts and she eats three of them.

a) What surface area of pizza, to the nearest square inch, did each eat?

b ) Harry ate the rest of the pizzas. What surface area, to the nearest square inch, did he eat?

5. In the diagram, O is the centre of the circle with radius 5 cm. C

Angle AOB = 108° and angle ABC = 80°.

a) Determine the measure of: i ) –ACB ii) –OAC

O

A B
b ) If the area of DOAB is 11.8 cm 2, show that the area of the
shaded segment is approximately equal to the area of
triangle OAB.
 Circle Geometry Lesson #6: Relations Between Arcs, Sectors, and Angles 405

Questions #6 - #8 refer to the following information.

AB and BC are tangents at B and C to the circle centre O.

Angle BOC = 150° and OB = 6 cm.
C

Multiple 6. The measure of –BAC is

Choice
A. 15°
B. 30°
C. 75°
D. 210°

7. The area, in cm2, of minor sector BOC is

A. 5p
B. 15p
C. 21p
D. 30p

Numerical 8. The length, to the nearest tenth of a cm, of minor arc BC _____ .
Response
(Record your answer in the numerical response box from left to right)
406 Circle Geometry Lesson #6: Relations Between Arcs, Sectors, and Angles

Answer Key

1 . a) arc AB = 9.4 cm b ) circumference = 104.7 cm c ) –EOF = 123.0°

2 . a) 51.7 cm2 b ) 6.4 cm

3 . a) 52° b ) 17 m c ) 143 m2

4 . a) RonÆ 52 in2 HermioneÆ 42 in2 b ) 97 in2

5 . a) i ) 54° i i ) 44°

6. B 7. B 8. 1 5 . 7
 Coordinate Geometry and Trigonometry Lesson #1:
Coordinate Geometry Review
B(x2, y2)
Warm-Up #1 Review

Consider two points, A(x1, y1) and B(x2, y2). M y2 - y1

Let M be the midpoint of AB.
Recall the following formulas:
A(x1, y1) - - - - - - - - - - - - - -
y2 - y1
Slope Formula m AB = x2 - x1
x2 - x1

Distance Formula dAB = (x2 - x1)2 + (y2 - y1)2

Ê x1 + x2 y1 + y2 ˆ˜
Midpoint Formula The coordinates of M are ÁÁË ,
2 2 ˜¯

Warm-Up #2 Equations of Lines

Slope y-intercept Form y = mx + b Point-Slope Form y - y1 = m(x - x1)

Warm-Up #3 Lines Associated with Triangles

Median - a line drawn from a vertex to the midpoint of

the opposite side.

Altitude - a line drawn from a vertex perpendicular to

the opposite side.

Class Ex. #1 Complete the following statements:

a) Parallel lines have the ____________ slope.

b ) ____________ lines have slopes which are negative reciprocals of one another.

c) Line one has slope m1 and line two has slope m2. If the lines are perpendicular
then m1•m2 = ____________.

d ) A ____________ line has a slope of zero.

e) A ____________ line has a slope that is undefined.

g) Lines rising from left to right have a ____________ slope.

h ) Lines falling from left to right have a ____________ slope.

 408 Coordinate Geometry and Trigonometry Lesson #1:Coordinate Geometry Review

Class Ex. #2 A(–3, –1), B(5, 9), and C(6, 0) are vertices of a triangle. y
D is the midpoint of AB.

a) Determine algebraically if DC is perpendicular to AB.

x

b ) What is the relationship between the length of the line DC and the length of
the line AB?

c) Find the equation of the line parallel to AC passing through B. Express your answer in
the general form Ax + By + C = 0.

d) i ) State the equation of the horizontal line through A.

ii) State the equation of the vertical line through A.

Complete Assignment Questions #1 - #15

 Coordinate Geometry and Trigonometry Lesson #1: Coordinate Geometry Review 409

Assignment
1. Write the following equations in general form Ax + By + C = 0, where A, B, C ΠI.
1
a) y = 4x - 7 b) y = x + 2
3

2. Determine the slope of a line that is parallel to the given line.

a) y = –2x + 5 b ) 4x - 3y + 7 = 0 c) x = 5

3. Determine the slope of a line that is perpendicular to the given line.

3
a) y = x + 8 b ) 2x + 5y - 4 = 0 c) x = 5
4

4. A and B are the points (4, –2) and (–2, 6) respectively. Find the equation of the
perpendicular bisector of AB.

5. Triangle PQR has vertices P(–3, 2), Q(0, 6) and R(–7, 5).
Show that DPQR is isosceles, but not equilateral.
410 Coordinate Geometry and Trigonometry Lesson #1:Coordinate Geometry Review

6. Show that the triangle with vertices A(2, 6), B(–1, 4), and C(4, 3) is right-angled at A:

a) by using slopes b ) by using the distance formula and

the Pythagorean Theorem

7. The point A has coordinates (1, 6) and the line BC has y

equation 2x - 5y - 1 = 0. A

a) Find the equation of the line through A perpendicular C

to BC.
x

b ) Find the coordinates of the point where the line in a) meets BC.
 Coordinate Geometry and Trigonometry Lesson #1: Coordinate Geometry Review 411

8. The diagram shows a right-angled triangle BAC with y

median AM. C(6, 8)

Show that the length of the hypotenuse BC is twice the M

length of the median AM.
x
B(-4, 0) A(6, 0)

9. A rectangle EFGH has coordinates E(3, –4), F(3, 0) and G(7, 0).

a) Find the coordinate of H.

b ) State the equation of: i ) EF ii) EH

c) Show that the diagonals are equal in length.

d ) S is the midpoint of EF and T is the midpoint of FG. Show that ST is parallel to EG.
412 Coordinate Geometry and Trigonometry Lesson #1:Coordinate Geometry Review

10. Triangle ABC has coordinates A(1, 0), B(–4, 3), and C(0, –1).
y
a) Make a rough sketch of the triangle on the grid
and draw median AD and altitude CE.
2
b ) Find the equation of the median AD.
x
–4 –2 2
–2

c) Find the equation of the altitude CE.

d ) AD and CE intersect at F. Find the coordinates of F.

11. Consider the isosceles triangle shown. Show that the y

medians CL and BM are equal in length. A(0, 2y)

x
B(–2x, 0) C(2x, 0)
 Coordinate Geometry and Trigonometry Lesson #1: Coordinate Geometry Review 413

Multiple 12. In the diagram, the line PQ has equation

Choice y Q
A. 2y = 3x

B. 3y = 2x + 3 3

C. 2y = 3x + 3 x
–2
D. 2y = 3x + 6
P

13. Consider the following equations representing straight lines.

3 4
(1) y = x (2) y = x (3) 3y + 4x = 5 (4) 3y - 4x = 4
4 3

Which of the above lines are parallel to the line with equation 3y = 4x - 1?

A. Only (1) and (3)

B. Only (2) and (4)

C. Only (1), (2), and (4)

D. Only (4)

14. A(2, 4), B(–1, 0), C(6, 1) are the vertices of a triangle. Which of the following best
describes the triangle?

A. Equlateral

B. Isosceles

C. Scalene

D. Right-angled

Numerical 15. The line with equation y = mx + b has an x-intercept of 6 and a y-intercept of 3.
Response The value of m + b, to the nearest tenth, is _____ .

(Record your answer in the numerical response box from left to right)
414 Coordinate Geometry and Trigonometry Lesson #1:Coordinate Geometry Review

Answer Key
4
1 . a) 4x - y - 7 = 0 b ) x - 3y + 6 = 0 2 . a) –2 b) c ) undefined
3

4 5
3 . a) – b) c) 0 4 . 3x - 4y + 5 = 0 5 . PQ = PR = 5, QR = 5 2
3 2

2 3
6 . a) mAB = , mAC = – b ) AB = AC = 13 , BC = 26
3 2

7 . a) 5x + 2y - 17 = 0 b ) (3, 1) 8 . BC = 2 41 , AM = 41

9 . a) (7, –4) b) i ) x = 3 i i ) y = –4 c) 4 2 d) slopes equal 1

Ê2 1ˆ
10. b ) x + 3y - 1 = 0 c ) 5x - 3y - 3 = 0 d) ÁÁ , ˜˜
Ë3 9¯

11. Length = 9x2 + y 2 12. D 13. B 14. B

15. 2 . 5
 Coordinate Geometry and Trigonometry Lesson #2:
Distances Between Points and Lines
Warm-Up Horizontal Distance, Vertical Distance, and Shortest Distance
Between a Point and a Line

• Draw the line l1 which represents the vertical distance between B

the point C and the line AB.

• Draw the line l2 which represents the horizontal distance

between the point C and the line AB.

• Draw the line l3 which represents the shortest distance between C

the point C and the line AB. A

Finding the Horizontal & Vertical Distances Between a Point and a Line

Class Ex. #1 Find the horizontal distance and the vertical distance y
between the point A(7, 4) and the line with
20
equation y = 2x + 5.

15

10

5 A (7, 4)

y = 2x + 5
x
5 10

Class Ex. #2 Find the horizontal distance and the vertical distance between the point P(–2, –3)
and the line with equation 3x + 2y - 12 = 0.
 416 Coordinate Geometry and Trigonometry Lesson #2: Distances Between Points and Lines

Finding the Shortest Distance Between a Point and a Line

The following procedure can be used to calculate the shortest distance between a point
and a line.

1. Sketch a diagram showing the point, the original line, and the shortest distance.

2. Find the slope of the original line and the slope of a perpendicular line.

3. Find the equation of the line perpendicular to the original line passing through
the given point.

4. Find the point, P, of intersection of the original line and the perpendicular line.

5. Calculate the distance between P and the original point.

Note The shortest distance between a point and a line can also be found using trigonometry as we
shall see in Lesson 4.

Class Ex. #3 Find the shortest distance between the point A(7, 4) and y
the line with equation y = 2x + 5. Give the answer as an
exact value. 20

15

10

5 A (7, 4)

y = 2x + 5
x
5 10
 Coordinate Geometry and Trigonometry Lesson #2: Distances Between Points and Lines 417

Class Ex. #4 Find the shortest distance, to the nearest hundredth, between the point (–2, –3) and the line
with equation 3x + 2y - 12 = 0.

Complete Assignment Questions #1 - #3

418 Coordinate Geometry and Trigonometry Lesson #2: Distances Between Points and Lines

Assignment
1. Find the horizontal distance and the vertical distance from the given point to the given line.

a) (2, 0), y = x + 3, b ) (4, 3), y = 2x - 1

c) (0, 0), x + y = 9 d ) (2, –1), 4x - y + 1 = 0

 Coordinate Geometry and Trigonometry Lesson #2: Distances Between Points and Lines 419

2. Find the shortest distance from the given point to the given line. Round the answers to the
nearest tenth, if necessary.

a) (2, 0), y = x + 3 b ) (4, 3), y = 2x - 1

c) (0, 0), x + y = 9 d ) (2, –1), 4x - y + 1 = 0

420 Coordinate Geometry and Trigonometry Lesson #2: Distances Between Points and Lines

3. DPQR has vertices P(3, 0), Q(1, 6), R(–4, 1).

a) Determine the equation of PQ.

b ) Find the length of the altitude from R to PQ.

Express the answer as a radical in simplest form.

c) Calculate the area of the triangle.

Answer Key

1 . a) dh = 5 units, d v = 5 units b ) dh = 2 units, d v = 4 units

c ) dh = 9 units, d v = 9 units d) dh = 2.5 units, d v = 10 units

2 . a) 3.5 units b ) 1.8 units c ) 6.4 units d) 2.4 units

3 . a) y = –3x + 9 b ) 2 10 c ) 20 sq. units

 Coordinate Geometry and Trigonometry Lesson #3:
Distances Between Parallel Lines
Warm-Up Horizontal Distance, Vertical Distance, and Shortest Distance
Between Parallel Lines B

• Draw the line l1 which represents the vertical distance between D

the parallel lines.
• Draw the line l2 which represents the horizontal distance
between the parallel lines.
A
• Draw the line l3 which represents the shortest distance
between the parallel lines. C

Finding the Horizontal and Vertical Distance Between Parallel Lines

Class Ex. #1 Find the horizontal distance and the vertical distance between the parallel lines
with equations y = 3x + 4 and y = 3x - 5.

Finding the Shortest Distance Between Parallel Lines

Class Ex. #2 Find the shortest distance, to the nearest hundredth, between the parallel lines
with equations y = 3x + 4 and y = 3x - 5.
 422 Coordinate Geometry and Trigonometry Lesson #3: Distances Between Parallel Lines

Class Ex. #3 From Class Ex. #2 write down in your own words the general procedure needed to determine
the shortest distance between two parallel lines.

Complete Assignment Questions #1 - #7

Assignment
1. Find the horizontal distance and the vertical distance between the parallel lines with
equations y = 2x + 4 and y = 2x - 3.

2. Find the horizontal distance and the vertical distance between the parallel lines with
equations y = –x + 4 and y = –x + 10.
 Coordinate Geometry and Trigonometry Lesson #3: Distances Between Parallel Lines 423

3. Find the horizontal distance and the vertical distance between the parallel lines with
equations 4x - y - 8 = 0 and 4x - y - 12 = 0.

4. Find the shortest distance between the parallel lines with equations y = 2x + 4
and y = 2x - 3. Round the answer to the nearest tenth.

5. Find the shortest distance between the parallel lines with equations y = –x + 4
and y = –x + 10. Express the answer as a radical in simplest form.
 424 Coordinate Geometry and Trigonometry Lesson #3: Distances Between Parallel Lines

Multiple 6. The horizontal distance between the parallel lines with

Choice equations y = 3x + 2 and y = 3x - 7 is
5
A.
3

B. 3

C. 5

D. 9

Numerical 7. The shortest distance, to the nearest hundredth, between the parallel lines with
Response equations 4x - y - 8 = 0 and 4x - y - 12 = 0 is _____ .

(Record your answer in the numerical response box from left to right)

Answer Key

1 . dh = 3.5, d v = 7 units 2 . dh = 6, d v = 6 units 3 . dh = 1, d v = 4 units

4 . 3.1 units 5. 3 2 units 6. B 7. 0 . 9 7
 Coordinate Geometry and Trigonometry Lesson #4:
Coordinate Geometry and the Circle
In this lesson we will use coordinate geometry to solve circle problems.

Class Ex. #1 P and Q are the points (10, 6) and (4, –2) respectively.

a) Determine the coordinates of the centre and the radius of the circle whose diameter is PQ.

Ê 11 3 ˆ˜
b ) Verify that A(7, 7) and BÁÁË , are the ends of a chord of this circle
5 5 ˜¯
that is parallel to PQ.

c) Describe how to find the distance between the chord AB and the diameter PQ.
 426 Coordinate Geometry and Trigonometry Lesson #4: Coordinate Geometry and the Circle

Class Ex. #2 The line with equation 4x + 3y + 7 = 0 is tangent to a circle with centre C(3, 2) at the point P.

a) Find the equation of the radius CP.

b ) Find the coordinates of P.

c) Determine the length of the diameter of the circle.

 Coordinate Geometry and Trigonometry Lesson #4: Coordinate Geometry and the Circle 427

Class Ex. #3
a) Find the point(s) of intersection of the line y = –2x + 10 and the circle x 2 + y 2 = 20.

b ) Explain why the line is a tangent to the circle.

Complete Assignment Questions #1 - #7

Assignment
1. P, Q and R are the points (–3, 5), (2, –5) and (4, 1) respectively.

a) Find the equation of the line PQ.

b ) Find the coordinates of S, the point of intersection of PQ and the y-axis.

c) Prove that RS is perpendicular to PQ.

d ) Find the coordinates of the centre of the circle which passes through Q, R and S.
428 Coordinate Geometry and Trigonometry Lesson #4: Coordinate Geometry and the Circle

2. A line segment has endpoints A(3, –4) and B(4, 3).

a) By replacing the coordinates into the equation, show that AB is a chord of the circle with
equation x 2 + y 2 = 25.

b ) Determine the equation of the line that passes through the midpoint of chord AB and the
centre of the circle (0, 0).

c) Show that the line in b) is perpendicular to the chord AB.

3. P and Q are the points (2, 2) and (4, 8) respectively.

a) Find the equation of the perpendicular bisector of PQ.

 Coordinate Geometry and Trigonometry Lesson #4: Coordinate Geometry and the Circle 429

b ) C, a point in the first quadrant equidistant from both axes, is the centre of a circle
passing through P and Q.

i ) Use the equation in a) to find the coordinates of C.

ii) Find the radius of the circle to the nearest tenth.

4. a) Find the point(s) of intersection of the line y = x - 4 and the circle x 2 + y 2 = 16.

b ) Is the line y = x - 4 a tangent to the circle? Explain.

5. Show that the line y = x + 2 is a tangent to the circle x 2 + y 2 = 2 and find

the point of contact.
 430 Coordinate Geometry and Trigonometry Lesson #4: Coordinate Geometry and the Circle

Multiple 6. The line y + 2 = 0 is a tangent to the circle with equation x 2 + y 2 + 8x - 2y + k = 0.

Choice The value of k is

A. 8

B. 11

C. 16

D. 59

Numerical 7. The line y = 2x + 8 intersects the circle x 2 + y 2 + 4x + 2y - 20 = 0 at the points (a, b)

Response and (c, d), where a > c. The value of a + b - c - d is _____ .
(Record your answer in the numerical response box from left to right)

Answer Key
1
1 . a) 2x + y + 1 = 0 b ) S(0, –1) c ) mRS = , mPQ = –2 d) (3, –2)
2
1
2 . b ) x + 7y = 0 c ) mline = – , mAB = 7
7
Ê9 9ˆ
3 . a) x + 3y - 18 = 0 b ) i ) C ÁÁ , ˜˜ i i ) 3.5 units
Ë2 2¯

4 . a) (0, –4), (4, 0) b ) No, because there are two intersection points

5. (–1, 1) 6. A 7. 1 2
 Coordinate Geometry and Trigonometry Lesson #5:
Equation of a Circle
The equation of the circle, as derived from the distance formula, is a useful tool to solve
problems related to this topic.

Equation of a Circle with Centre at the Origin

Let P(x, y) be any point on the circumference of a y
circle with centre at the origin and radius r. P(x, y)
Complete the following using the distance formula to
determine the equation of the circle.

a) d = (x2 - x1)2 + (y2 - y1)2 x

O
r=

b ) The equation of a circle, centre at the origin, with radius r is _____________________

Equation of a Circle with Centre Not at the Origin

Let P(x, y) be any point on the circumference of the y
circle with centre C(h, k) and radius r. P(x, y)
Complete the following using the distance formula to
determine the equation of the circle.

a) d = (x2 - x1)2 + (y2 - y1)2 C(h, k)

x
O

b ) The equation of a circle, centre C(h, k) and radius r is _____________________

Class Ex. #1 Find the equation of the circle with centre C given the following information.
a) C(0, 0), radius 5 b ) C(0, 0), diameter 12

c) C(–2, 4), radius 7 d ) C(0, –3), diameter 9

 432 Coordinate Geometry and Trigonometry Lesson #5: Equation of a Circle

Class Ex. #2 Find the coordinates of the centre and the radius of each of the following circles.

a) (x - 7)2 + y 2 = 36 b ) (x - 2)2 + (y + 12)2 = 20

Class Ex. #3 Find the equation of the circle with centre C(–2, 5) and passes through the point P(1, 9).

Complete Assignment Questions #1 - #9

Assignment
1. Find the equation of the circle with centre C given the following information.

a) C(0, 0), radius 9 b ) C(0, 0), diameter 14

1
c) C(–1, 5), radius 3 3 d ) C(-2, 0), diameter
2

Ê1 1ˆ
e) C(–e, f), radius g f) CÁÁË , – ˜˜¯ , radius 1
4 3

2. Find the coordinates of the centre and the radius of each of the following circles.

a) x 2 + y 2 = 49 b ) (x + 3)2 + (y - 3)2 = 16

c) (x - 5)2 + y 2 = 81 d ) (x + 0.5)2 + (y - 0.9)2 = 0.04

e) (x - b)2 + (y + c)2 = d 2 f) 3x 2 + 3y 2 = 48
 Coordinate Geometry and Trigonometry Lesson #5: Equation of a Circle 433

3. Find the equation of the circle with centre C(–8, 0) and passes through P(–2, 8).

4. Find the equation of the circle with centre C(0, 0) and has y intercept of –4.

5. Find the equation of the circle with centre C(–3, 5) and has x intercept of –2.

6. A circle has equation (x - 1)2 + (y - 2)2 = 8.

a) Determine the coordinates of the centre, C, and the radius of the circle.

b ) The tangent to the circle at the point P(3, 4) on its circumference is drawn.
i ) Find the equation of the tangent at P.

ii) Verify that the point Q(7, 0) lies on the tangent.

iii) Find the equation of the circle which passes through the points C, P, and Q.
 434 Coordinate Geometry and Trigonometry Lesson #5: Equation of a Circle

Multiple 7. The equation of a tangent to the circle x 2 + y 2 = 13 at the point (–2, 3) is

Choice 2
A. y - 3 = (x + 2)
3
2
B. y + 3 = (x - 2)
3
3
C. y - 3 = – (x + 2)
2
3
D. y + 3 = – (x - 2)
2

8. The quadrant(s) in which a point on the circumference of the circle (x - 3)2 + (y + 4)2 = 10
can lie is/are

A. the fourth only

B. the first and fourth only
C. the third and fourth only
D. some other combination of quadrants

Numerical 9. The distance, to the nearest tenth, from the point (5, –3) to the centre of the circle with
Response equation (x + 4)2 + (y + 7)2 = 25 is _____ .
(Record your answer in the numerical response box from left to right)

Answer Key
1 . a) x 2 + y 2 = 81 b ) x 2 + y 2 = 49 c ) (x + 1)2 + (y - 5)2 = 27
2 2
1 Ê 1ˆ Ê 1ˆ
d) (x + 2)2 + y 2 = e ) (x + e)2 + (y - f)2 = g2 Á ˜ Á
f ) Áx - ˜ + Áy + ˜ = 1 ˜
16 Ë 4¯ Ë 3¯
2 . a) C(0, 0), r = 7 b ) C(–3, 3), r = 4 c ) C(5, 0), r = 9
d) C(–0.5, 0.9), r = 0.2 e ) C(b, –c), r = d f ) C(0, 0), r = 4

3 . (x + 8)2 + y 2 = 100 4 . x 2 + y 2 = 16 5 . (x + 3)2 + (y - 5)2 = 26

6 . a) C(1, 2) radius = 2 2 b ) i ) y = –x + 7 iii) (x - 4) 2 + (y - 1) 2 = 10

7. A 8. C 9. 9 . 8
 Coordinate Geometry and Trigonometry Lesson #6:
Trigonometry Review
Trigonometry

Trigonometry means “three angle measurement”. It is a branch of mathematics which deals

with the measurement of angles and sides of triangles.

Primary Trigonometric Ratios

Complete the following hypotenuse

sine fi sin q = side opposite to q

q
cosine fi cos q =
side adjacent to q
tangent fi tan q =

These ratios are called the Primary Trigonometric Ratios and can be remembered by the
acronym SOHCAHTOA.

Class Ex. #1 Use the diagram to determine 29

a) sin x°

34 x°

b ) x°

Class Ex. #2 In each diagram find the length of the indicated side to the nearest tenth.

a) b)
x

34 50° 37°
83
 436 Coordinate Geometry and Trigonometry Lesson #6: Trigonometry Review

Class Ex. #3 In the diagram, ABCD represents a horizontal rectangular lawn.

AB = 12m, BC = 8m and AE is a vertical pole of length 2m.
E
At a certain time of day, the tip of the shadow cast by the
pole on the lawn is exactly at M, the midpoint of DC.
A B
Calculate;

a) the length of AM

D M C

b ) the measure of –AME to the nearest degree.

In Lesson 2 we found the shortest distance between a point and a line using algebraic
methods. In this example we solve the same problem using trigonometry.
Class Ex. #4 Complete the following procedure to find the y
shortest distance (to the nearest tenth) between the
point (7, 4) and the line with equation y = 2x + 5. 20
B
a) The diagram shows the horizontal distance (PA)
the vertical distance (PB) and the shortest
distance (PC) from the point to the line. 15

Determine the lengths of PA and PB.

10

5
A P(7, 4)

x
5 10
y = 2x + 5
 Coordinate Geometry and Trigonometry Lesson #6: Trigonometry Review 437

b ) Let –BAP = q °. Use DABP to determine the value of q to the nearest tenth of a degree.

c) Use this value of q in DACP to determine the length of PC to the nearest tenth.

d ) Compare the answer with Class Ex. #3 in Lesson 2.

Complete Assignment Questions #1 - #7

Assignment
1. Use the diagram to determine

a) cos x° x° 27
15

b ) x°

2. Use the diagram to determine

a) tan x°
9
15 x°
b ) x°

3. In each diagram, calculate the value of x to two decimal places.

a) b)
61°
8
9.2 5.4

x°

x
438 Coordinate Geometry and Trigonometry Lesson #6: Trigonometry Review

4. Use trigonometry to find the shortest distance from the given point to the given line.
Round your answers to the nearest tenth, if necessary.

a) (2, 0), y = x + 3,

b ) (4, 3), y = 2x - 1
 Coordinate Geometry and Trigonometry Lesson #6: Trigonometry Review 439

Multiple 5. AD is an altitude of right angled triangle BAC with dimensions as shown.

Choice The length of AD in cm is A

3 1 cm
A.
3
2 3 30°
B. B C
3 D
3 2 cm
C.
2
1
D.
2

Questions #6 and #7 refer to the following information

A right pyramid on a square base

of side 12 cm is 10 cm high.
R

A B

Q
P

C D

Numerical 6. The angle, to the nearest degree, between a sloping face and the base, is _____ .
Response
(Record your answer in the numerical response box from left to right)

7. The angle, to the nearest degree, between a sloping edge and the base, is _____ .

(Record your answer in the numerical response box from left to right)
440 Coordinate Geometry and Trigonometry Lesson #6: Trigonometry Review

Answer Key

5 4
1 . a) b ) 56° 2 . a) b ) 53°
9 3

3 . a) 16.60 b ) 42.45° 4 . a) 3.5 b ) 1.8

5. C 6. 5 9 7. 5 0
 Coordinate Geometry and Trigonometry Lesson #7:
Law of Sines and Law of Cosines
C
Warm-Up Review
a b
For any triangle DABC, we have
the following laws:
B A
c

Law of Cosines Law of Sines

a 2 = b 2 + c 2 - 2bccos A a b c
= =
sin A sin B sin C
or
b2 + c2 - a2 sin A sin B sin C
cos A = = =
2bc a b c

Note To solve for an angle or a side in a triangle using trigonometry, three pieces of information are
required, one of which must be the length of a side.

Use the following guide to determine which law to use in any given situation:

• In a right-angled triangle use SOHCAHTOA

• Use Law of Cosines if you are given either; i) all three sides, or
ii) two sides and the contained angle.
• In all other cases use the Law of Sines.

Class Ex. #1 Mr. Post’s two metre high fence has almost been blown
down by the wind. As a temporary measure, he wants to tie
a rope from the top of the fence to a peg one metre from the
base of the fence.
The fence has moved so that it is leaning 25° to the vertical rope fence
as shown. Determine, to the nearest tenth of a metre,
the minimum length of rope required if he allows 50 cm
for knots.
25°
 442 Coordinate Geometry and Trigonometry Lesson #7: Law of Sines and Law of Cosines

Class Ex. #2 PQ is a chord of a circle with centre C and radius 8 cm.

Angle CPQ is 35°. Chord PQ is extended to the point R
such that CR = 12 cm.

a) Find –CRP to the nearest tenth. C

R
Q
P

b ) Find the length of PR.

c) Find the length of the chord PQ.

Complete Assignment Questions #1 - #8

Assignment
1. The first hole at a golf course is 210 metres long from the tree to the hole in a direct line.
Andrew Duffer hit his first shot at an angle of 15° off the direct line to the hole.
His second shot landed in the hole.
105°
flag

hole
tree 15°

If the angle between his first shot and his second shot was 105°, how long was
his second shot?
 Coordinate Geometry and Trigonometry Lesson #7: Law of Sines and Law of Cosines 443

2. In the diagram, chord PQ = 13.6 cm, and radius CP = 10.5 cm. P

Determine the measure of angle PRQ, to the nearest degree.
Q

3. In the diagram, O is the centre of a circle of radius 3.25 cm. QR = 2.5 cm and RS = 4.7 cm.
Calculate, to the nearest whole number:
Q
a) the length of PQ
R

P
S
b ) the measure of –QPR

c) the measure of –SQR.

444 Coordinate Geometry and Trigonometry Lesson #7: Law of Sines and Law of Cosines

4. Violet and Thomas have formed their own student painting C

company. They have been given a contract to paint a small 4.3 m
6.5 m
triangular portion of the sides of 100 houses. The area to be
painted is shown on the diagram. The paint they are going to
A B
use covers 10m2 per litre. Violet had found a formula for the 8.0 m
area of a triangle in one of her teacher’s old math books.
Thomas doubted the formula worked.

a) Follow the instructions below to find the area of the triangle

Thomas Violet

i ) Find base angle CAB i ) Find base angle CAB

to two decimal places. to two decimal places.

1
ii) Determine the vertical height ii) Use the formula A = 2 bc sin A to find
to two decimal places. the area of the triangle to one decimal place.

1
iii)Use the formula A = 2 bh to find
the area of the triangle to one decimal place.

b ) Determine the amount of paint required.

 Coordinate Geometry and Trigonometry Lesson #7: Law of Sines and Law of Cosines 445

5. In the diagram, the chords AB and CD intersect at E. C

EB = 12 cm, EA = 16 cm, ED = 8 cm, and –BED = 120°.
B
a) Use the law of cosines to calculate the length of BD
to two decimal places.
E

D
A

b ) Determine the measure of –ACD to the nearest degree.

6. An oil company drilling off shore has pipelines from platform North
Alpha and platform Beta to the same shore station Delta.
Platform Alpha is 180 km on a bearing of 50° from Delta and
A
platform Beta is 250 km on a bearing of 125° from Delta.
Calculate the distance between platform Alpha and platform 50°
Beta to the nearest km.
D 125°

B
 446 Coordinate Geometry and Trigonometry Lesson #7: Law of Sines and Law of Cosines

Numerical
Response 7. Circle researcher Tory Tate has discovered a bizarre
circle in a farmer’s field. The circle is tangent to the
road that runs along side of it. While standing
outside of the circle, Tory uses his surveying
equipment and calculates the distance from himself to
the centre of the circle to be 18 m. The distance from
Tory to the point of tangency between the circle and
the road is two thirds that length. If the angle between
these two lines is 55°, the radius of the circle, to the Tory
nearest tenth of a metre, is _____.

(Record your answer in the numerical response box from left to right)

8. At 5 p.m the distance between the tip of the minute hand on a clock and the tip of the hour
hand is 17.4 cm. If the minute hand is 10 cm long, the length of the hour hand, to the
nearest tenth of a centimetre, is _____.
(Record your answer in the numerical response box from left to right)

Answer Key
1 . 56.3 m 2 . 40° 3 . a) 6 cm b ) 23° c ) 47°

4. a) Thomas i) 32.45° ii) 3.49 m iii) 14.0 m2 Violet i) 32.45° ii) 14.0 m2 b ) 140 L

5 . a) 17.44 cm b ) 23° 6 . 268 km

7. 1 4 . 8 8. 8 . 0
 Personal Finance Lesson #1:
Income
Gross and Net Income
Many people in Canada are employed on a full time or part-time basis for which they receive
an income.
Gross income is the amount of money earned through employment before deductions.
Net income (or “take-home” pay) is the amount of money after deductions.

Types of Income
Types of Income

Salary Hourly Pay Commission Gratuities

Salary
A person who receives an annual salary is usually paid on a monthly basis and will not
receive extra income for working extra hours, eg. teacher.

Hourly Pay
A person who is paid by the hour usually works for a fixed number of hours per week
and will receive overtime (usually at a greater rate per hour) for any extra hours worked,
eg. cashier

Commission
A person who is paid according to how much product they sell. A person can be paid in
straight commission, graduated commission, or by salary and commission, and may have
to meet a predetermined sales quota before any commission is paid, eg. salesperson.
A variation of commission is piecework, where a person is paid according to the number
of items they make.

Gratuities
A person receives “tips” or gratuities for the work they do. This may be in addition to an
hourly rate of pay, eg. waitress.

Note Some people will earn income through a combination of the above types.

Class Ex. #1 Verne is an elementary teacher and has an annual salary of $52 320. What is his gross
monthly income?

Class Ex. #2 Mr. Alpine is an electronics salesperson who is paid a graduated commission. He is paid 5%
of the first $4000 of sales, 6% of the next $6000 and 10% on any further sales. Last month
his total sales amounted to $13 520. Calculate his gross income for the month.
 448 Personal Finance Lesson #1: Income

Class Ex. #3 Betty Lou works full time at the local convenience Monday 9:00 a.m. - 5:30 p.m.
store. She is paid $12.00 per/hour for a 36 hour Tuesday 9:00 a.m. - 5:30 p.m.
work week. Overtime is paid at a rate of time and
Wednesday 6:00 p.m. - 10:00 p.m.
a half.
Thursday 9:30 a.m. - 6:30 p.m.
Last week she worked the hours shown in the table.
Friday 9:00 a.m. - 5:30 p.m.
On a full work day, she receives a one hour unpaid
lunch break. Calculate her gross income for the week. Saturday 9:00 a.m. - 5:30 p.m.
Sunday off

Class Ex. #4 Ms. Baitress works once a week as a server at Sloppy Burgers restaurant. Her income
consists of an hourly salary ($6.00/hr) plus tips. She noticed that her tips usually average to
about 15% of the total food revenue of her assigned wing of the restaurant. If she works
from 7:00 p.m. to 11:00 p.m. on a night when her wing of the restaurant has earned $2500 in
food revenue, calculate her gross income for the night.

Complete Assignment Questions #1 - #9

Assignment
1. Kelsey is a research engineer. She has an annual salary of $65 300. Determine her
monthly gross income.

2. Elizabeth works at the dry cleaners. She is paid $1.25 for every shirt she dry cleans,
$1.75 for every pair of slacks, and $2.25 for every suit. Last week she laundered 45 shirts,
22 pair of slacks and 12 suits. Calculate Elizabeth’s gross income for the week.
 Personal Finance Lesson #1: Income 449

3. Dominic works as a headwaiter for a downtown restaurant. Last week he worked

five 8 hour shifts at $15.75 per hour. His gratuities for those shifts were as follows:
$18.25, $15.50, $21.50, $37.50, and $44.25.
Calculate Dominic’s weekly gross income.

4. Determine the gross weekly income for the hours worked at the given rate.
Overtime is double-time for more than 36 hours worked.

a) 40 h at $8.75 b) 52.5h at $10.75

5. Determine the gross weekly income for each employee.

a) Tara-Lee works as a sales clerk for a major clothing chain. She earns $7.75 per hour.
Last week she worked for 40 hours.

b) When Madison works overtime at the ice cream parlour, she receives time-and-a-half pay
for overtime. This week she worked a regular shift of 25 hours and 11 hours of
overtime. Her hourly rate is $5.50 .

c) Alyssa works as a waitress which pays her $6.35/h for each shift. This week she
worked four 7-hour shifts and her tips averaged $11 a shift.

d) Zachary works in a bicycle shop, where he receives $350 a week plus 2.5% commission
on bicycles sold. Last week his bicycle sales totalled $2500.

e) Abigail sells snowboards, which pays $7.50/h for a 30-hour workweek,

plus 3% commission on sales, which during the snow season averages $4500 per week.
 450 Personal Finance Lesson #1: Income

6. Joshua as a Senior Fund Manager is paid a graduated commission. He is paid 3.5% of the
first $3000 of sales, 5% of the next $5000 and 12% on any further sales. Last month his
total sales amounted to $25 500. Calculate his gross income for the month.

7. Mr. Martinez works as an Assistant Manager. He is

paid $13.00 per hour for 40 hour workweek. Overtime Monday 07:00 to 18:30
is paid time-and-a-half. This week he will work the
Tuesday 08:00 to 14:30
hours shown. Calculate his gross income for the week.
Wednesday 15:00 to 21:00

Thursday 09:30 to 19:00

Friday 10:00 to 18:00

Saturday 08:00 to 18:00

Sunday Day Off

Multiple 8. Mrs. Rodriguez has been offered a job as a technical sales representative with Cyber
Choice Software where four different salary options were presented. The payment option which
would generate the highest gross income is

A. A yearly salary of $65 800

B. A weekly wage, payable for 52 weeks, of $25 per hour for a forty hour work week
with overtime, averaged at eight hours per week, calculated at time and a half.
C. A monthly income of $5 750.
D. $25 per hour for a forty-eight hour week plus 2% commission on sales expected to
average around $8 200 per week.

Numerical 9. Mrs. Parker works as a Chief Administrative Officer with a gross annual income
Response of $47 500. She works 46 weeks in a year. If she works an average of 40 hours per week,
her hourly rate of pay in dollars per hour, to the nearest dollar, is _____ .

(Record your answer in the numerical response box from left to right)

Answer Key

1 . $5441.67 2 . $121.75 3 . $767

4. a) $385 b) $741.75 5. a) $310 b) $228.25 c) $221.80 d) $412.50 e) $360
6 . $2455 7 . $744.25 8. D 9. 2 6
 Personal Finance Lesson #2:
Payroll Deductions Part One - CPP, EI, etc.
Net Income
Job postings in the newspaper or on the internet usually list the income an employee will
earn. This income is the gross income and is not the income the prospective employee will
receive on their paycheck. The amount the employee actually receives (or the “take-home”
pay) is the net income - the income left after deductions are taken off the gross income.

Payroll Deductions

There are many different types of payroll deductions which vary from year to year.
The flowchart illustrates some of them.
Some Types of Payroll Deductions

Government Life Insurance

Deductions Premiums
Health Plans
Union, or, Dental Plans
Professional Dues RPP, or,
RRSP

Government Deductions

• Canada Pension Plan (CPP)

The Canada Pension Plan is designed to provide an employee with pension income
when he/she retires. The government collects money from both employee and
employer at the same rate and puts it towards the employee’s future pension. In the
year 2000 the government collects CPP contributions from an employee at the rate of
3.9% of gross annual income between $3500.00 and $37 600.00. The government
does not collect CPP from anyone who has a gross income of $3500 or less.

• Employment Insurance (E.I. Premiums)

Employment Insurance is an insurance plan which provides the employee with some
income during periods of unemployment. The government collects EI Premiums
from both the employee and the employer (the employer contributes premiums
at 1.4 times the amount charged to the employee). In the year 2000 the government
collects EI premiums from the employee at the rate of 2.4% of the employee’s gross
yearly income up to $39 000.

• Income Tax
Income tax is a tax on the taxable income of an employee and is collected by the
federal government to run the country. The employee pays income tax at both federal
and provincial levels. We will discuss this topic in the next lesson.

Other Types of Payroll Deductions

• Union or Professional Dues • Child Care Expenses

• RPP (Registered Pension Plan) • RRSP (Registered Retirement Savings Plan)
• Dental Plans, Health Plans, Life Insurance Premiums, etc.
 452 Personal Finance Lesson #2: Payroll Deductions Part 1 - CPP, EI, etc.

Class Ex. #1 Calculate the annual CPP contribution for the following employees:
a) Sheila who has an annual salary of $29 500

b ) A student who works 15 weeks part time for $175 per week

c) A civil servant who earns $4760 per month.

d ) A service manager who earns $37 600 per year.

Note The maximum CPP contribution for the year 2000 is ________

Class Ex. #2 Calculate the annual EI Premium for the following employees:

a) Ranjit who earns $35 236 per year.

b ) A technician with a gross monthly salary of $4025

Note The maximum EI Premiums for the year 2000 is ________

 Personal Finance Lesson #2: Payroll Deductions Part 1 - CPP, EI, etc 453

Tax-Exempt Deductions

Tax-Exempt Deductions are deductions which are subtracted from a person’s gross income
to determine the person’s taxable income.

The following are tax-exempt deductions:

• Union or Professional Dues

• RPP
• RRSP
• Child Care Expenses

Taxable Income

Taxable Income is income on which income tax is calculated.

Taxable Income = gross income - tax-exempt deductions.

Class Ex. #3 Helen is a chemical engineer who works for a research chemical company. She has a gross
monthly income of $5750. She pays union dues of $65 per month, contributes $500 per
month to a Registered Retirement Savings Plan, has child care expenses of $200 per month,
and her dental health care plan is $30 per month. Calculate her annual taxable income.
 454 Personal Finance Lesson #2: Payroll Deductions Part 1 - CPP, EI, etc.

Summary of Payroll Deductions

Government Payroll Deductions Year 2000

Canada Pension Plan (CPP)

• 3.9% of gross annual income between $3500 and $37 600
• maximum annual contribution is $1329.90

Employment Insurance (E.I. Premiums)

• 2.4% of gross annual income up to $39 000
• maximum annual contribution is $936.00.

Income Tax

Other Possible Payroll Deductions

Tax Exempt Not Tax Exempt

• Union or Professional Dues • Dental Plans, Health Plans,

• RPP (Registered Pension Plan) • Life Insurance Premiums
• RRSP (Registered Retirement Savings Plan) • others
• Child Care Expenses

Note The rates of CPP Contributions and EI Premiums change according to government policy.
You may wish to use the current rates when doing the assignment questions. Current rates
can be obtained by contacting the Government of Canada.

Government Payroll Deductions for the Year

Canada Pension Plan (CPP)

• maximum annual contribution is $

Employment Insurance (E.I. Premiums)

• maximum annual contribution is $

Complete Assignment Questions #1 - #7

 Personal Finance Lesson #2: Payroll Deductions Part 1 - CPP, EI, etc 455

Assignment
1. Calculate the annual CPP contribution for the following employees:
a) Mrs. Makowichuk who has b ) Lauren, a junior accountant who
an annual salary of $27 750. works 25 weeks part time for $475 per week.

c) Mr. Marshall, a city manager, d ) Mr. Foster, a zoning enforcement

who earns $2750 per month. officer, who earns $41, 500 per year.

2. Calculate the annual EI Premium for the following employees:

a) Cheyenne, a teacher, b) Rebecca, a consultant, who earns a gross
who earns $38 350 per year. monthly salary of $2 850.

3. Siddhu, a web designer, has a weekly gross income $650. Find his weekly
a) Canada Pension Plan contribution b) Employment Insurance Premium

4. Lee Huang, a Marketing Manager, worked 55 hours last week. He is paid $17.50 for the
first forty hours and double time for overtime.
a) Calculate his gross earnings for the week.

b ) Assuming he works 55 hours per week for forty weeks and has 12 weeks vacation,
calculate his annual CPP and EI deductions.
 456 Personal Finance Lesson #2: Payroll Deductions Part 1 - CPP, EI, etc.

5. Mr. McDaniel, a Project Manager, earns a gross monthly income of $5 250 per month.
He pays union dues of $85 per month, contributes $750 per month to a Registered
Retirement Savings Plan, and pays into a health plan $65 per month.
Calculate his annual taxable income.

6. Luigi is a lawyer who has an annual salary of $83 000. He pays professional association
fees of $120/month, contributes $1 150 per month to a RPP, and has life insurance
premiums of $175 per month. His annual CPP contribution is $1 329.90 and his
annual EI premiums are $936. Calculate his annual taxable income.

Numerical 7. Marlyn is a loans officer at the local bank. She has a gross monthly income of $3 979 per
Response month. She contributes $275 per month to a Registered Retirement Savings Plan, and has
weekly child care expenses of $62. Her monthly mortgage payment is $775.
Her monthly taxable income, to the nearest dollar, is _____ .
(Record your answer in the numerical response box from left to right)

Answer Key (based on the year 2000)

1.a) $945.75 b) $326.63 c) $1150.50 d) $1329.90

2.a) $920.40 b) $820.80 3.a) $22.73 b) $15.60

4.a) $1225 b) CPP $1329.90 EI $936.00

5 . $52 980 6. $67 760 7. 3 4 3 5

 Personal Finance Lesson #3:
Payroll Deductions Part Two - Income Tax
Income Tax

When calculating the federal and provincial income tax of an employee we need to know the
following:
• the employee’s taxable income.
• the employee’s tax credits. These include CPP contributions, EI premiums, medical
expenses, donations, and a basic personal amount. These tax credits reduce the
amount of tax imposed on employees. Employees with a low income will therefore pay
a small amount of tax. For the year 2000 the basic personal amount is $7131.
• the current rate of tax for each level of income.

Calculating an Employee’s Total Income Tax

The following procedure is a guide to determine an employee’s total income tax.

Step 1: Calculate the employee’s annual taxable income

Annual Taxable Income = Gross Income - Tax Exempt Deductions

Step 2: Calculate the employee’s tax credits

Employee’s Tax Credits = CPP + EI Premium + Basic Personal Amount + others

Step 3: Calculate the employees Federal Tax Federal Tax Rate Table for Year 2000
using the Federal Tax Table for the Taxable To Tax Rate
current year. The Federal Tax is Income From
calculated on taxable income and not $0 $29590 17%
on gross income. Eg for a taxable
$29590 $59180 25%
income of $30 590 the federal tax
would be 17% of $29 590 $59180 29%
plus 25% of $1 000.
Provincial Tax Rate Table for Year 2000
Step 4: Calculate the employee’s Basic Province Provincial Tax Rate
Federal Tax Alberta 45.5% of Basic Federal Tax
Basic Federal Tax = British Columbia 50.5% of Basic Federal Tax
Federal Tax - 17% of Employee’s Manitoba 52% of Basic Federal Tax
Tax Credits
Saskatchewan 50% of Basic Federal Tax
Step 5: Use the basic federal tax to calculate the employee’s provincial tax using the
appropriate provincial tax rate.

Step 6: Add the basic federal tax and the provincial tax to calculate the total income tax the
employee must pay.

Net Annual Income - Take Home Pay

An employee’s net annual income is the income left over after all government deductions,
income tax, and other voluntary deductions are subtracted from the gross income.

Net Annual Income

= Gross Income - CPP - EI Premiums - Federal and Provincial Tax - other deductions
 458 Personal Finance Lesson #3: Payroll Deductions Part 2 - Income Tax

Class Ex. #1 Melissa works as a customs officer in Vancouver. In the year 2000 she earned a gross
income of $67 400. She pays 4% of her gross income into an RRSP, and she has union dues
of $50 per month. The union dues are a direct deduction from her salary, but the RRSP is
purchased after receiving her take-home pay.
a) Complete the steps below to determine her total income tax for the year 2000.
Step 1: Calculate Melissa’s annual taxable income.

Gross Income = Tax Exempt Deductions =

Annual Taxable Income = Gross Income - Tax Exempt Deductions

Step 2: Calculate Melissa’s tax credits.

CPP =

EI Premium =

Basic Personal Amount =

Melissa’s Tax Credits = CPP + EI Premium + Basic Personal Amount

Step 3: Calculate Melissa’s Federal Tax using the Federal Tax Table for the year 2000.

Step 4: Calculate Melissa’s Basic Federal Tax.

Melissa’s Basic Federal Tax = Federal Tax - 17% of Melissa’s Tax Credits

Step 5: Calculate Melissa’s provincial tax using the appropriate provincial tax rate.

Step 6: Calculate Melissa’s total income tax.

b ) Calculate Melissa monthly take home pay if she has other deductions
amounting to $32.40 per month.

Complete Assignment Questions #1 - #4

 Personal Finance Lesson #3: Payroll Deductions Part 2 - Income Tax 459

Assignment
1. Antonio, an animal control officer in Edmonton, had a gross annual income of $36 880 in
the year 2000. After receiving his take home pay he paid $170 per month into an RRSP,
and had child care expenses of $150 per month, both of which are paid for after receiving
his take-home pay.
a) Complete the steps below to determine his total income tax for the year 2000.
Step 1: Calculate Antonio’s annual taxable income.

Gross Income = Tax Exempt Deductions =

Annual Taxable Income = Gross Income - Tax Exempt Deductions

Step 2: Calculate Antonio’s tax credits.

CPP =

EI Premium =

Basic Personal Amount =

Antonio’s Tax Credits = CPP + EI Premium + Basic Personal Amount

Step 3: Calculate Antonio’s Federal Tax using the Federal Tax Table for the year 2000.

Step 4: Calculate Antonio’s Basic Federal Tax.

Antonio’s Basic Federal Tax = Federal Tax - 17% of Antonio’s Tax Credits

Step 5: Calculate Antonio’s provincial tax using the appropriate provincial tax rate.

Step 6: Calculate Antonio’s total income tax.

b ) Calculate Antonio’s monthly take home pay if he has other deductions

amounting to $27.50 per month.
460 Personal Finance Lesson #3: Payroll Deductions Part 2 - Income Tax

2. Dr. Fuller is a physician in Winnipeg and had a gross monthly salary of $8 650 in
the year 2000. Her basic personal tax credit was $7131. Her monthly deductions
included: union dues $98, RRSP $650, health insurance plan $75, dental plan $45. Her
annual deduction for CPP was $1 329.90 and for EI was $936. She had an annual tax
credit of $1 230 for allowable medical expenses. Calculate her total annual income tax.

3. John worked 52 hours last week. He is paid $6.50 per hour for the first 40 hours and time
and a half for overtime.
a) Calculate John’s gross earnings for the week.

b ) Calculate his total deductions for the week using the following rates

CPP at 3.5% of gross earnings EI at 2.1% of gross earnings Income tax at 11% of gross earnings
after CPP and EI have been deducted

c) Calculate John’s net pay for the week.

 Personal Finance Lesson #3: Payroll Deductions Part 2 - Income Tax 461

4. Scott is a computer analyst who is earning a monthly income of $6 800. Deductions from
his salary are CPP, EI, and an RRSP contribution of 8% of his gross income. Calculate his
net annual income if he has a total of $97.89 per month of other non tax-exempt
deductions. Use the following data in your calculations.

Federal Tax Rate Table Provincial Tax Rate

Taxable = 10% of taxable income
Income From To Tax Rate
$0 $31800 15% Basic Personal Amount
= $8240
$31800 $54600 22%
$54600 $73000 29% CPP
$73000 35% = 4.2% of gross annual income
between $4100 and $39 100
EI
= 1.9% of gross annual income up
to $40 000

Basic Federal Tax

= Federal Tax - 15% of Tax Credits
462 Personal Finance Lesson #3: Payroll Deductions Part 2 - Income Tax

Answer Key

1 . a) $6269.23 b ) $2341.15 2 . $31 856.14

3 . a) $377.00 b ) $60.27 c ) $316.73 4 . $49 883.42

 Personal Finance Lesson #4:
Bank Statements
Bank Statements

When you open a chequing account at a bank, you receive a cheque book with which to write
cheques and/or a personal debit card to pay for purchases. At the end of each month you
receive a financial statement listing the debits (money taken out of your account),
credits (money paid into your account), and the balance (the total money in your account).

Class Ex. #1 Below is an example of Guido’s monthly statement sent by his bank.

D a t e Activity Description Wtihdrawn Deposited to Balance

Code of Activity from Your Your Account
Account (Credit)
(Debit)
Apr 1 Opening Balance $2471.00
Apr 1 DD Property Tax $143.50 $2327.50
Apr 1 DD Cable T.V. $39.85 $2287.65
Apr 1 DD Mortgage Payment $935.86 $1351.79
Apr 5 CHQ Cheque #131 $653.25 $698.54
Apr 5 DD Gas Company $68.00 $630.54
Apr 7 DEP Deposit $389.99 $1020.53
Apr 10 ATM Cash Withdrawal $200.00 $820.53
Apr 13 CHQ Cheque #132 $25.00 $795.53
Apr 15 PAY Salary $1422.75 $2218.28
Apr 17 DD Utilities $96.50 $2121.78
Apr 25 DD Insurance $115.26 $2006.52
Apr 26 CHQ Cheque #135 $1333.87 $672.65
Apr 26 ATM Cash Withdrawal $200.00 $472.65
Apr 29 CHQ Cheque #134 $36.50 $436.15
Apr 30 PAY Salary $2735.36 $3171.51
Apr 30 DD Car Payment $375.00 $2796.51
Apr 30 INT Interest $0.37 $2796.88
Apr 30 SC Service Charge $8.50 $2788.38

Apr 30 Closing Balance $2788.38

DD - Direct Debit CHQ - Cheque DEP - Deposit ATM - Teller Machine

PAY - Salary Payment INT - Interest SC - Service Charge
DD - use of your bank card to pay for purchases in a store, to pay a bill at a bank machine, or a preauthorized
bill payment taken from your account
CHQ - a cheque written by you resulting in a withdrawal from your account
DEP - money put into your account eg. a cheque made payable to you
ATM - a cash withdrawal from a bank machine
PAY - a preauthorized salary deposit put directly into your account
INT - money deposited in your account depending on your balance
SC - a fee charged by the bank to manage your account

a) Explain why cheque #135 appears before cheque #134 on Guido’s bank statement.

b ) Assuming that Guido wrote cheque #133, why do you think it does it not appear on his
April bank statement?
 464 Personal Finance Lesson #4: Bank Statements

Reconciling a Bank Statement

Reconciling a bank statement is the process of checking your own personal records against
the statement from the bank. If the two balances are the same then they are reconciled.

Steps in Reconciling a Bank Statement

• Take the statement balance and subtract any outstanding debits and
add any outstanding credits.
• Take your own personal record and subtract any service charges and
add any interest payment.
• The balance on your personal record should be the same as the adjusted bank statement
balance. If there are any discrepancies check your personal records for errors, and if
necessary contact your bank for clarification or correction.

Class Ex. #2 Guido keeps a record of his banking activities.

Date Cheque Description Debit Credit Balance

Number of Activity

Opening Balance $2471.00

DD Property Tax $143.50 $2327.50
DD Cable T.V. $39.85 $2287.65
DD Mortgage Payment $935.86 $1351.79
DD Gas Company $68.00 $1283.79
DD Utilities $96.50 $1187.29
DD Insurance $115.26 $1072.03
DD Car Payment $375.00 $697.03
Apr 2 #131 Auto Repair $653.25 $43.78
Apr 7 Insurance Coverage Rebate $389.99 $433.77
Apr 10 Cash $200.00 $233.77
Apr 11 # 1 3 2 Cancer Donation $25.00 $208.77
Apr 15 Salary $1422.75 $1631.52
Apr 23 # 1 3 3 Birthday (Trevor) $50.00 $1581.52
Apr 23 # 1 3 4 Phone Bill $36.50 $1545.02
Apr 23 # 1 3 5 Credit Card Payment $1333.87 $211.15
Apr 26 Cash $200.00 $11.15
Apr 30 Salary $2735.36 $2746.51

a) Guido noticed that the closing balance on his personal record is not the same as the
closing balance on his bank statement. Should he contact his bank immediately?

b ) Compare Guido’s personal record with the bank statement by using a check mark on
both. Are there any transactions missing?

c) Guido checked there were no calculation errors on either statement.

Reconcile his account for the month of April.
 Personal Finance Lesson #4: Bank Statements 465

Class Ex. #3 Guido is currently paying a flat fee of $8.50 per month for service charges. The bank offers
an alternative monthly plan of
• $0.70 per cheque.
• $0.50 per ATM transaction
• $1.10 maintenance fee (covering all direct debits and deposits)

If April is a typical month for Guido’s bank transactions, should he consider switching plans?

Complete Assignment Question #1

Assignment
1. a) Reconcile Logan’s personal record with his accompanying bank statement.

Personal Record
Date Cheque Description Debit Credit Balance
Number of Activity

Opening Balance $875.06

DD Cable T.V. $53.45
DD Utilities $87.80
May 1 #28 Phone Bill $35.45
May 3 Cash $200.00
May 5 #29 Groceries $275.24
May 6 Cash $100.00
May 7 Cheque from Dad $50.00
May 7 #30 VCR $99.99
May 16 Salary $1727.00
May 20 Cash $200.00
May 21 #31 Magazine Subscription $65.89
May 21 #32 Rent $750.00

Bank Statement
Date Code Transaction Type Debit Credit Balance

May 1 Opening Balance $875.06

May 3 CHQ Cheque #28 $35.45 $839.61
May 3 ATM Cash Withdrawal $200.00 $639.61
May 4 DD Cable TV $53.45 $586.16
May 6 ATM Cash Withdrawal $100.00 $486.16
May 7 DEP Deposit $50.00 $536.16
May 9 CHQ Cheque #30 $99.99 $436.17
May 14 CHQ Cheque #29 $275.24 $160.93
May 16 PAY Deposit $1727.00 $1887.93
May 20 ATM Cash Withdrawal $200.00 $1687.93
May 25 CHQ Cheque #32 $750.00 $937.93
May 29 DD Utilities $87.80 $850.13
May 31 INT Interest $0.17 $850.30
May 31 SC Service Charge $6.50 $843.80

May 31 Closing Balance $843.80

466 Personal Finance Lesson #4: Bank Statements

b ) Logan is currently paying a flat fee of $6.50 per month for service charges. The bank
offers an alternative monthly plan of
• $0.65 per cheque.
• $0.40 per ATM withdrawal
• $1.00 per month maintenance fee

Would Logan have been better off with this alternative plan for the month of May?

c) Describe circumstances when this alternative plan would not be the better alternative.

Answer Key

1 . b ) Yes, by $1.05

c ) If he wrote more than 8 cheques or had more than 13 ATM withdrawals or some combination of both
that would exceed $5.50.
 Personal Finance Lesson #5:
Investing Money - Simple Interest and Compound Interest
Warm-Up #1

If you deposit money in a bank account, you are in effect lending money to a bank. In
exchange the bank pays you interest. There are two types of interest:

Simple Interest and Compound Interest.

Simple Interest

Simple Interest is usually applicable to short term investments of one year or less or to longer
term investments where the annual interest is paid to the investor and not reinvested.

Warm-Up #2 Exploring Simple Interest

a) If you invest $500 which earns interest at a rate of 6% per year, how much interest would
you earn in:

i ) one year ii) half a year iii) one month?

b ) If r is the annual interest rate (expressed as a decimal) and $P is the initial investment,
calculate how much interest would be earned in:

i ) one year ii) half a year iii) t years.

The formula to calculate simple interest is:

I = Prt
where
I represents the amount of interest
P represents the principal (the initial investment)
r represents the annual rate of interest - expressed as a decimal
t represents the time in years for which the money is invested

Class Ex. #1 Millie invests in $2350.00 at 7% per year for 6 months. Calculate:

a) the simple interest b ) the amount of the investment at the end of

six months.
 468 Personal Finance Lesson #5: Investing Money - Simple and Compound Interest

Class Ex. #2 Wes invested $3000 for 4 months and received $66 interest. What was the annual rate of
interest?

Compound Interest

In simple interest the principal at the beginning of the second year is the same as the principal
at the beginning of the first year.

In compound interest the interest earned during the first year is added to the original principal
to form a new principal.

To understand the comparison between simple interest and compound interest do the
following Warm-Up.

Warm-Up #3 Exploring Compound Interest

A bank offers two types of savings bonds:

• Regular Savings Bond which pays simple interest at 6% per year

• Compound Savings Bond which pays interest at 6% per year compounded annually.

a) Complete the following tables to find the value of each bond at the end of 8 years.

Year Principal ($) Interest ($) Value ($)

Simple
1 5000 5000(0.06)(1) = 300 5300
Interest 2 5000 5000(0.06)(1) = 300 5600

Table 3 5000 5000(0.06)(1) = 300

4
5
6
7
8
 Personal Finance Lesson #5: Investing Money - Simple and Compound Interest 469

Year Principal ($) Interest ($) Value ($)

Compound 1 5000 5000(0.06)(1) = 300 5300

2 5300 5300(0.06)(1) = 318 5618
Interest
3 5618 5618(0.06)(1) = 337.08
Table 4
5
6
7
8

b ) Plot the data from both tables on the grid below

Growth of Savings Bonds

11 000

10 000

9000

8000

7000

6000

5000

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Time (Years)
c) Use the graph to answer the following:

i) Extrapolate to determine the approximate value of each bond after 10 years.

ii) Estimate the time needed for the simple interest bond to double in value.

iii) Estimate the time needed for the compound interest bond to double in value.

Note The graph shows that the simple interest bond is growing in a linear pattern and the
compound interest bond is growing more quickly, or exponentially.
470 Personal Finance Lesson #5: Investing Money - Simple and Compound Interest

Using this method to calculate compound interest is tedious. In the next exploration we
will develop a formula for compound interest.

Warm-Up #4 Developing a Formula for Compound Interest

a) Let A = the final amount after the compound interest has been calculated. To calculate the
final amount, we will need to add the principal and compound interest. Complete:

End of Year 1: Value of Bond = Principal + Interest

= 5000 + 5000(0.06)

= 5000[1 + 0.06] factor out 5000

= 5000(1.06)

End of Year 2: Value of Bond = Principal + Interest

= 5000(1.06) + 5000(1.06)(0.06)

= 5000(1.06)[1 + 0.06] factor out 5000(1.06)

= 5000(1.06)(1.06)

= 5000(1.06)2

End of Year 3: Value of Bond = Principal + Interest

= factor out

=
b ) To derive a general formula for compound interest, complete the following:

End of Year 1 Value of bond = 5000(1.06)

End of Year 2 Value of bond = 5000(1.06)2
End of Year 3 Value of bond = 5000(1.06)3
End of Year 4 Value of bond =
End of Year n Value of bond =

c) Complete the following:

If A = the final amount (or the value of the bond), P = the initial principal,
i = the annual interest rate (expressed as a decimal), and n = the number of years,
we have the formula:

A=
 Personal Finance Lesson #5: Investing Money - Simple and Compound Interest 471

Note In the previous explorations, interest is compounded on an annual basis. But in practice,
compounding can take place over any period of time, eg semi-annually, monthly, daily,
continuously, etc.

Compound Interest Formula

The formula which can be used to calculate compound interest is

A = P(1 + i)n
where,

A represents the final amount

P represents the initial principal
i represents the interest rate per compounding period
n represents the number of compounding periods.

Note • The compounding period is also known as the conversion period.

• Note that i does NOT always represent the annual interest rate.
• Note that n does NOT always represent the number of years.

Class Ex. #3 $1000 is invested for 5 years at an annual interest rate of 6%. Complete the table to calculate
the final value of the investment if interest is compounded according to the period of time
given in the table.

Compounding Number of Total Number Interest Rate Formula Amount

Period Compounding of per
Periods Per Compounding Compounding
Year Periods Period

Annually

Semi-Annually

Quarterly

Monthly

Class Ex. #4 $7000 is invested in a 6 year GIC compounded quarterly at a rate of 5% per annum
Determine the value of the investment at the end of the term.
 472 Personal Finance Lesson #5: Investing Money - Simple and Compound Interest

Class Ex. #5 Superbank and Bank for More offer the following investment opportunities for an initial
investment of $10 000:

• Superbank pays interest at an annual rate of 7.3% compounded annually.

• Bank for More pays interest at an annual rate of 7.2% compounded monthly.

a) Which bank provides the greater interest at the end of 1 year?

b ) Which bank provides the greater interest at the end of 10 years?

c) How much interest did each investment earn at the end of thirty years?

Class Ex. #6 Christine invested $2500 for 4 years compounded semi-annually and received $843.26
interest. What was the annual rate of interest to the nearest tenth of a percent?

Class Ex. #7 Barbara wants to invest some money so that she will have $8000 in 5 years. The bank offers
an annual rate of 7% compounded quarterly. How much should her initial investment be?

Complete Assignment Questions #1 - #9

 Personal Finance Lesson #5: Investing Money - Simple and Compound Interest 473

Assignment
1. Calculate the simple interest in each case:

a) $740 is invested at 6% per annum for six months.

b ) $1500 is invested at 8%/a for 3 months.

2. Determine the annual rate of interest in each case:

a) Joan invested $2000 for six months and received $45 simple interest.

b ) Jason invested $500 for eight months and received $25 simple interest.

3. Determine the length of the investment in each case:

a) Orlando invested $4000 at 6% per annum and received $40 simple interest.

b ) Mariko invested $800 at 5% p.a. and received $20 simple interest.

4. If the annual rate of interest is 9% per annum, state the interest rate per compounding period
and the total number of compounding periods in each case:

a) compounded semi-annually for 4 years

b ) compounded quarterly for 3 years

c) compounded monthly for 41 2 years

d ) compounded annually for 6 years

5. $4000 is invested for 4 years at an annual interest rate of 7.2%. Complete the table to
calculate the final value of the investment if interest is compounded according to the period
of time given in the table.

Compounding Number of Total Number Interest Rate Formula Amount

Period Compounding of per
Periods Per Compounding Compounding
Year Periods Period

Annually

Semi-Annually

Quarterly

Monthly
 474 Personal Finance Lesson #5: Investing Money - Simple and Compound Interest

6. $8000 is invested in an RRSP for 7 years compounded quarterly at a rate of 9.2% per year.
Determine the value of the investment at the end of the term.

7. Mrs. Sim wanted to invest some money so that her daughter will have $20 000 for college
education in ten years time. The bank offers an annual rate of 6.8% compounded
semi-annually. How much should her initial investment be? Answer to the nearest dollar.

Numerical 8. Levi invested $3400 for 5 years and received interest compounded quarterly. If, at the end
Response of the 5 years, the investment was worth $4670.39, the annual rate of interest, to the nearest
tenth of a percent, is _____ .
(Record your answer in the numerical response box from left to right)

9. Patrick invested $1500 for 3 years and received interest compounded monthly. If he
received $295.02 in interest at the end of the term, then the annual rate of interest, to the
nearest tenth of a percent, is _____ .
(Record your answer in the numerical response box from left to right)

Answer Key
1 . a) $22.20 b ) $30 2 . a) 4.5% b ) 7.5% 3 . a) 2 months b ) 6 months
4 . a) 4.5%, 8 b ) 2.25%, 12 c ) 0.75%, 54 d) 9%, 6
5.
Compounding Number of Total Number Interest Rate Formula Amount
Period Compounding of per
Periods Per Compounding Compounding
Year Periods Period

Annually 1 4 7.2% A = 4000(1.072)4 $5282.50

Semi-Annually 2 8 3.6% A = 4000(1.036)8 $5308.09

16
Quarterly 4 16 1.8% A = 4000(1.018) $5321.38
48
Monthly 12 48 0.6% A = 4000(1.006) $5330.44

6 . $15 121.95 7 . $10 248 8. 6 . 4 9. 6 . 0

 Personal Finance Lesson #6:
Using TVM (on a Calculator) to Solve Investment Problems
Some graphing calculators like the TI-83 Plus have capabilities to analyze financial
calculations such as annuities, investments, savings, loans, mortgages and leases.

The TVM Solver (time-value-of-money solver) function on the TI-83 Plus Graphing
calculator is one such function which can carry out financial calculations.
In this lesson we will refer to some of the Class Examples in Lesson #5.

Consider Class Ex. #4 Lesson #5:

$7000 is invested in a 6 year GIC compounded quarterly at a rate of 5% per annum
Determine the value of the investment at the end of the term.
Step 1: Access the “Finance” functions of the calculator by pressing APPS .

Step 2: Access the TVM Solver by pressing 1 or Enter . A screen similar to the
one below will appear.
N= N represents the total number of payment periods
I%= I% represents the annual interest rate
PV= PV represents the present value, or inital value
PMT= PMT represents the payment amount
FV= FV represents the future value
P/Y= P/Y represents the number of payment periods per year
C/Y= C/Y represents the number of compounding periods per year
PMT: END BEGIN
PMT: END BEGIN represents the timing of the payments

Step 3: Enter the given values using the Enter key or arrow keys after each entry.
N = 6x4 (After pressing the Enter key, this will change to 24)
I% = 5
PV = –7000 (See the note below as to why this is a negative value)
PMT = 0 (Since no additional payments are made after the initial investment)
FV = 0 (See Step 4 below)
P/Y = 4 (If PMT = 0, set P/Y = C/Y)
C/Y = 4
PMT: END BEGIN (Since no additional payments use calculator default END)

Note For the TI-83 Financial functions, you must enter:

• cash received as positive values (money entering your “pocket”)
• cash paid as negative values (money leaving your “pocket”)
The amount $7000 is entered as a negative value because it is the initial principal that has
been paid from you to the financial institution.

Step 4: The final value of the bond is represented by FV. Although FV is not known at
this time, the calculator will not proceed unless a value is entered - use 0.
To find the final value of the bond place the cursor on the value of FV and
then press Alpha Enter to solve for the final amount.
An indicator square on the left of FV indicates the future value has been determined.

Final value: _______________ Compare the answer with Class Ex. #4

 476 Personal Finance Lesson #6: Using TVM to Solve Investment Problems

In the compound interest formula A = P(1 + i)n

A is represented by FV on the calculator

P is represented by PV on the calculator
n is represented by N on the calculator

Solving for Different Variables using TVM Solver

Step 1: Access the TVM Solver under the Finance Menu

Step 2: Enter in:

• the given values
• a zero for the variable to be solved
• the timing of the payment (END or BEGIN)

Step 3: Place the cursor on the TVM variable to be solved and press
Alpha Enter .
An indicator square on the left of the variable indicates the variable solved.

Class Ex. #1 Verify the answers from the following Class Examples using N=
the TVM Solver.
I%=
a) Class Ex. #6 Lesson #5 PV=
PMT=
Christine invested $2500 for 4 years compounded semi- FV=
annually and received $843.26 interest. What was the annual P/Y=
rate of interest to the nearest tenth of a percent? C/Y=
PMT: END BEGIN
b ) Class Ex. #7 Lesson #5 N=
Barbara wants to invest some money so that she will have I%=
$8000 in 5 years. The bank offers an annual rate of 7% PV=
compounded quarterly. How much should her initial PMT=
investment be? FV=
P/Y=
C/Y=
PMT: END BEGIN

Class Ex. #2 Mr. Rate decided to invest $10 000 in a RRSP which pays 6% N=
compounded quarterly. He wants to double his investment . How
many years (to the nearest quarter of a year) will it take Mr. Rate to I%=
achieve his goal? PV=
PMT=
FV=
P/Y=
C/Y=
PMT: END BEGIN
 Personal Finance Lesson #6: Using TVM to Solve Investment Problems 477

Effective Annual Interest Rate

If you invest $100 at 8% per annum compounded annually, the interest received would be $8,
which is 8% of $100.

If you invest $100 at 8% per annum compounded semi-annually, the interest received would
be $8.16, so in effect the interest received is 8.16% of $100.

This rate is called the effective annual interest rate.

A nominal interest rate of 8% per annum compounded semi-annually is equivalent to an

effective annual interest rate of 8.16%.

Class Ex. #3 Calculate the effective annual interest rate for a nominal interest rate
of 5% compounded semi-annually, using:

a) the compound interest formula A = P(1 + i)n.

N=
b ) TVM Solver I%=
PV=
PMT=
FV=
P/Y=
C/Y=
PMT: END BEGIN

c) the effective annual interest rate key, found under

APPS , Finance, scroll to C, ENTER

Eff (rate per annum, number of compounding periods)

Complete Assignment Questions #1 - #12

478 Personal Finance Lesson #6: Using TVM to Solve Investment Problems

Assignment Use TVM on a calculator to answer the following questions

1. Find the amount of each investment, to the nearest cent, given the initial investment, the
annual rate of interest, the compounding period, and the length of the investment.

a) An investment of $1 000 b ) An investment of $7 500

at 8% per annum at 4.8% per annum
compounded annually compounded monthly
for 5 years. for six years.

N= N=
I%= I%=
PV= PV=
PMT= PMT=
FV= FV=
P/Y= P/Y=
C/Y= C/Y=
PMT: END BEGIN PMT: END BEGIN

2. How much money, to the nearest dollar, would you need to invest today, given the following
annual interest rates, compounding periods, and length of the investment, for the investment
to accumulate at least $10 000?

a) 5.4% per annum, compounded b ) 6.2% per annum, compounded

quarterly, for four years. semi-annually, for three years.

N= N=
I%= I%=
PV= PV=
PMT= PMT=
FV= FV=
P/Y= P/Y=
C/Y= C/Y=
PMT: END BEGIN PMT: END BEGIN

3. Determine the annual rate of interest, to the nearest tenth of a percent, given the initial
investment, the final amount, the compounding period, and the length of the investment.

a) An investment of $2 000 b ) An investment of $3 500

compounded semi-annually compounded monthly
for 5 years to produce for 2 years to produce
a final amount of $2 850 a final amount of $4 000

N= N=
I%= I%=
PV= PV=
PMT= PMT=
FV= FV=
P/Y= P/Y=
C/Y= C/Y=
PMT: END BEGIN PMT: END BEGIN
 Personal Finance Lesson #6: Using TVM to Solve Investment Problems 479

4. Determine the annual rate of interest, to the nearest tenth of a percent, given the initial
investment, the interest, the compounding period, and the length of the investment.

a) An investment of $6 000 b ) An investment of $75 000

compounded quarterly compounded semi-annually
for 3 years to produce for 4 years to produce
$985 interest. $25 000 interest.

N= N=
I%= I%=
PV= PV=
PMT= PMT=
FV= FV=
P/Y= P/Y=
C/Y= C/Y=
PMT: END BEGIN PMT: END BEGIN

5. Determine the length of the investment, given the initial investment, the final amount, the
annual interest rate, and the compounding period.

a) An investment of $9 000 b ) An investment of $450

compounded quarterly compounded daily
at 7% /a to produce at 7.3% per year to produce
a final amount of $12 300 a final amount of $475
(Answer to the nearest (Answer to the nearest day)
quarter of a year)

N= N=
I%= I%=
PV= PV=
PMT= PMT=
FV= FV=
P/Y= P/Y=
C/Y= C/Y=
PMT: END BEGIN PMT: END BEGIN

6. $8 250 is invested in an RRSP for 7 years compounded quarterly at a N=

rate of 7.8% per year. Determine the value of the investment at the end I%=
of the term. PV=
PMT=
FV=
P/Y=
C/Y=
PMT: END BEGIN

7. Jill invested $2 575 for three years and received interest compounded N=
monthly. If, at the end of the three years the interest accumulated was I%=
$447.95, determine the annual rate of interest to the nearest hundredth PV=
of a percent. PMT=
FV=
P/Y=
C/Y=
PMT: END BEGIN
480 Personal Finance Lesson #6: Using TVM to Solve Investment Problems

8. Mr. Forsythe wanted to invest some money so that his grandson will N=
have at least $30 000 for college education in eighteen years time. The I%=
bank offers an annual rate of 4.92% compounded semi-annually. How PV=
much should his initial investment be? Answer to the nearest dollar. PMT=
FV=
P/Y=
C/Y=
PMT: END BEGIN

Use the following information to answer questions #9 and #10

It has been determined that the time taken for money to double in value can be
approximated by the “The Rule of 72”. This rule states that for money compounded
annually, the annual interest rate, multiplied by the number of years is approximately 72.

9. Investigate using an initial investment of $100.

“Rule of 72” TVM Solver

Annual Interest Rate Time (years) Annual Interest Rate Time (years)
9% 9%
12 12
4% 4%

10. a) Use the “Rule of 72” to estimate the number of years it would take for an investment
of $1000 to amount to $8000 if the annual interest rate was 7.2%.

N=
b ) Check the accuracy of the answer in a) using TVM Solver. I%=
PV=
PMT=
FV=
P/Y=
C/Y=
PMT: END BEGIN
 Personal Finance Lesson #6: Using TVM to Solve Investment Problems 481

11. Determine the effective annual interest, to the nearest thousandth of a percent, in each of
the following investments:

a) a nominal interest rate of 5.2% per annum compounded semi-annually

b ) a nominal interest rate of 6.8% per annum compounded quarterly

c) a nominal interest rate of 6% per annum compounded monthly.

Numerical 12. An investment compounded quarterly has an effective annual interest rate of 7.1859%.
Response Determine the nominal interest rate using the “Nom(” feature found under the
FINANCE menu.
The nominal interest rate, to the nearest tenth of a percent, is _____ .
(Record your answer in the numerical response box from left to right)

Answer Key
1 . a) $1 469.33 b ) $9 997.43 2 . a) $8 070 b ) $8 327

3 . a) 7.2% b ) 6.7% 4 . a) 5.1% b ) 7.3%

5 . a) 18 quarters or 4 12 years b ) 270 days 6 . $14 167.60 7 . 5.36%

8 . $12 508 9. 8 years, 8.04 years 6%, 5.946% 18 years, 17.673 years

1 0 . a) 30 years b ) 29.9 years 1 1 . a) 5.268% b ) 6.975% c ) 6.168%

12. 7 . 0
482 Personal Finance Lesson #6: Using TVM to Solve Investment Problems
 Personal Finance Lesson #7:
Annuities
Annuities

An annuity is a series of equal payments made at regular time intervals.

There are different forms of annuities. For example;

• A regular savings plan can be considered as an investment annuity.

• Paying off a loan with regular payments is a form of an annuity.
• Retirement income is often received in the form of an annuity.

Class Ex. #1 Two grade 11 students, Mark and Robin, were asked to solve the following problem.

Susan invests $800 in a savings account at the beginning of each quarter. If the account
pays interest at 6% per year compounded quarterly, what is the value of the investment
at the end of one year?

Mark choose to use the compound interest formula A = P(1 + i)n to determine the amount of
each quarterly deposit. Susan choose to use the TVM Solver on her calculator. Complete
each of their solutions.

Mark
Investment P i n A
Date
Jan 1 $800 0.06 ÷ 4 = 0.015 4 $800(1.015)4 =
April 1 $800 0.015 3
July 1
October 1
Total

Robin

PMT = –800 since money is leaving her “pocket”

PV = 0 since there is no initial payment over and above the regular payments
N represents the total number of payment periods
N=
I%= I% represents the annual interest rate
PV= PV represents the present value, or inital value
PMT= PMT represents the payment amount
FV= FV represents the future value
P/Y= P/Y represents the number of payment periods per year
C/Y= C/Y represents the number of compounding periods per year
PMT: END BEGIN
PMT: END BEGIN represents the timing of the payments
 484 Personal Finance Lesson #7: Annuities

Class Ex. #2 A university graduate at the age of 25 has $1 000 in a savings fund. N=
He has recently found employment in his profession and decides to
invest $250 at the beginning of each month into the savings fund I%=
paying 5.5% interest per annum compounded quarterly. PV=
PMT=
a) At this rate of interest, how much will he have saved by the time FV=
he retires at the age of 55? P/Y=
C/Y=
b ) How much of this saving is interest?
PMT: END BEGIN

Class Ex. #3 Banker Bill wanted to set up a fund for his granddaughters Becky and Bonnie. The girls had
to choose between the following two options:

Option A: Two thousand dollars will be invested on each birthday between

age 27 and age 64 inclusive. The money will stay in your account until age 65.

Option B: Two thousand dollars will be invested on each birthday between

age 19 and age 26 inclusive. The money will stay in your account until age 65.

Both options will receive interest at the rate of 10% per year compounded annually.

Becky recognized that more money will be invested under Option A and chose this option.

Bonnie chose Option B.

a) How many payments were made on Becky’s behalf? How much money was invested
for her?

b ) How many payments were made on Bonnie’s behalf? How much money was invested
for her?

c) At age 65 what was:

i ) Becky’s investment worth? ii) Bonnie’s investment worth?

N= N= N=
I%= I%= I%=
PV= PV= PV=
PMT= PMT= PMT=
FV= FV= FV=
P/Y= P/Y= P/Y=
C/Y= C/Y= C/Y=
PMT: END BEGIN PMT: END BEGIN PMT: END BEGIN

d ) What conclusion can you draw from this class example?

Complete Assignment Questions #1 - #4

 Personal Finance Lesson #7: Annuities 485

Assignment
1. Assunta deposited $300 into her savings account at the beginning of N=
each month for a period of two years. If the account pays interest at I%=
6.2% per annum compounded monthly, how much interest has she PV=
earned at the end of the two years? PMT=
FV=
P/Y=
C/Y=
PMT: END BEGIN

2. On February 1, Nicole had $3 500 in an RRSP account. She decided N=

to make monthly payments of $100 into that account starting on that I%=
date. If the rate of interest is 5.8% per annum compounded quarterly, PV=
determine: PMT=
FV=
a) the value of the RRSP after three years of payments have been made P/Y=
C/Y=
PMT: END BEGIN

b ) the interest earned.

3. Gabriel invested $6 500 in a GIC for a three year term at 6.6% compounded semi-annually.
At the end of the term, he transferred the money into a savings account paying 5.7% per
annum compounded monthly. He also made monthly payments of $250 into the savings
account starting on the day he opened the account. What was the value of his investment
four years after the savings account was opened?

N= N=
I%= I%=
PV= PV=
PMT= PMT=
FV= FV=
P/Y= P/Y=
C/Y= C/Y=
PMT: END BEGIN PMT: END BEGIN
486 Personal Finance Lesson #7: Annuities

4. Greg and Rose decided to invest $1000 into an education fund for their son Luke on his
second birthday and on every birthday thereafter until age 18 inclusive. The fund earns
interest at 7.1% per annum compounded semi-annually.

a) How much money will Luke have on his 19th birthday to pay for N=
his post secondary studies? I%=
PV=
PMT=
FV=
P/Y=
C/Y=
PMT: END BEGIN

b ) If Luke decides to leave the money in the fund until his 21st N=
birthday, how much money will be in the fund? I%=
PV=
PMT=
FV=
P/Y=
C/Y=
PMT: END BEGIN

c) If Luke leaves the money in the fund until his 60th birthday, what N=
would be the value of his parents’ investment for him? How does I%=
this compare with the amount of money initially invested? PV=
PMT=
FV=
P/Y=
C/Y=
PMT: END BEGIN

Answer Key

1 . $483.95 2 . a) $8099.09 b ) $999.09 3 . $23 421.52

4 . a) $33 746.36 b ) $38 799.61 c ) $589 570.03 compared to an initial investment of $17 000.
 Personal Finance Lesson #8:
Loans and Consumer Credit
Loans

When you want to purchase an item or pursue an idea which requires money you do not have,
then you may apply for a loan. A loan is an agreement for a specified period between an
institution which lends money (usually a bank) and a borrower.

To borrow the money, the consumer will be charged interest by the lending institution.

Using TVM on a Calculator to Solve Loan Problems

In the previous lessons we have used the TI-83 Plus to analyze financial calculations such as
investments and savings. We can also use TVM Solver of the TI-83 Plus to analyze loans
and mortgages. The steps are outlined in the example below.

Consider the Following Example

Mr. Cruiser is borrowing $5700 from a bank to buy a used car. The bank which is issuing
him the loan is charging 10.5% interest per year compounded semi-annually.
If he makes $150 monthly payments at the end of each month for three years, how much of
the loan does he have left to repay?

Step 1: Access the TMV Solver

N= N represents the total number of payment periods
I%= I% represents the annual interest rate
PV= PV represents the present value, or inital value
PMT= PMT represents the payment amount
FV= FV represents the future value
P/Y= P/Y represents the number of payment periods per year
C/Y= C/Y represents the number of compounding periods per year
PMT: END BEGIN
PMT: END BEGIN represents the timing of the payments

Step 2: Enter the given values.

N = 3x12 (Since the borrower is making monthly payments for three years. The value will
change to 36 after you press Enter)
I% = 10.5
PV = 5700 (This is a positive value since the borrower is receiving cash from the bank)
PMT = –150 (This is a negative value since the borrower is paying cash to the bank)
FV = 0 (The amount the borrower still owes the lending institution - see step 3)
P/Y = 12 (The number of payments made in one year)
C/Y = 2 (The number of compounding periods per year)
PMT: END BEGIN (END)

Step 3: • The final value of the bond is represented by FV. Although FV is not known at
this time, the calculator will not allow you to proceed unless a value is
entered - use 0. To find the final value of the loan place the cursor on the value of
FV and then press Alpha Enter to solve for the final amount.
• A negative FV value indicates that the money has still to leave his “pocket” and
is therefore the amount left to be repaid.

Amount left on the Loan: _______________

 488 Personal Finance Lesson #8: Loans and Consumer Credit

Class Ex. #1 Darma Asphalt applied for a loan to have her basement developed. The N=
contractors she hired estimated that it would cost her approximately I%=
$13 700 to develop the basement. Darma had already saved $7 000
PV=
towards home improvements. She received a loan for the remaining
PMT=
amount and paid it off in four years with payments of $175 made at
the end of each month. What was the annual rate of interest (to the FV=
nearest tenth of a percent) if the interest was compounded quarterly? P/Y=
C/Y=
PMT: END BEGIN

Class Ex. #2 Rod is borrowing $7280 from a bank to purchase a boat. The bank N=
which is issuing him the loan is charging 9.8% interest per year I%=
compounded semi-annually. He is making payments of $250 at the
PV=
beginning of each month.
PMT=
a) How many years and months will it take him to pay off the loan? FV=
P/Y=
C/Y=
PMT: END BEGIN

b ) How much did Rod’s boat really cost him?

c) How much interest will Rod have paid for his loan?

Complete Assignment Questions #1 - #3

 Personal Finance Lesson #8: Loans and Consumer Credit 489

Consumer Credit

Consumer credit occurs when an item is purchased and payment for it is made at a later
date. There are often interest charges which result in the consumer paying more for the item
than the original purchase price.

The amount of interest paid is called the finance charge.

Class Ex. #3 Ginger buys a drum set advertised at $2950.00. She arranges to pay for it in 24 monthly
installments of $170.00.

a) How much did Ginger pay for the drum set?

b ) Calculate the finance charge.

Class Ex. #4 Chad sees the following T.V. advertisement:

Home Theatre System:

Option A: $5000 now

Option B: No payment for 12 months

then 36 monthly payments of $205

Option C: 12.5% down plus 48

payments of $130

Chad only has $1000 available. Which option is less costly?

 490 Personal Finance Lesson #8: Loans and Consumer Credit

Credit Cards

Most people have a credit card which allows them to access consumer credit. In effect,
using a credit card to pay for purchases is similar to borrowing money. Although similar to
loans and mortgages, there are major differences in using a credit card.

• If you choose to pay off the balance on the card by an agreed date then there is no
interest charge.

• If you choose not to pay for the item by the agreed date, then interest is charged and
the item(s) you purchased ends up costing more because of the interest charges.

• The interest rate on purchases made by credit card is a great deal more than the
interest rate on a small loan or mortgage.

• Unlike a small loan or mortgage, the consumer must make a minimum payment each
month and then has the option of paying off as much of the remainder of the credit
card balance as desired.

• You can use a credit card to borrow money in the form of cash, but interest is charged
immediately at a much higher rate than a bank loan.

Credit Card Charges

Well-known Canadian credit card companies are similar in the way they apply credit card
charges.

An example of monthly credit charges is given below. This will vary from credit card
company to credit card company.

• No interest is charged if the entire balance is paid within 25 days of the billing date
(except for cash advances).

• Interest is charged at a rate of 18% per annum on the entire previous monthly balance
if the entire balance is not paid by the due date.

• Interest on balance owing is calculated from the date the transaction was posted until,
but not including, the current statement date. To stop interest accumulation, contact
the credit card company for your payout balance for that day and make the full
payment.

• Interest on cash advances is calculated from the day the money was withdrawn.

• The minimum monthly payment is 3% of the statement balance or $10,

whichever is greater.

Note The class examples and assignment questions use the above credit card charges.
 Personal Finance Lesson #8: Loans and Consumer Credit 491

Class Ex. #5 Matt received the following credit card statement.

Statement Payment Minimum Overdue Total Minimum

Date Due Date Payment Payment Payment Due
Dec. 23 Jan 16 $37.88 $0.00 $37.88
Date of Date of Transaction Debits/
Trans Post Credits (-)

Previous Balance $1728.44

11/23 11/25 Electronics Extraordinaire $858.56
11/24 11/26 Dairy King $14.25
11/28 11/30 Hurlies Gas $32.71
12/07 12/10 Shoppers Paradise Dept Store $31.26
12/14 12/14 Payment Thank-you $1728.44-
12/20 12/21 Groceries for Less $325.79
New Balance

a) Explain the entry $1728.44 –.

b ) Calculate the new balance.

c) Explain how the entry $37.88 was determined.

d ) Why may the date of posting be different from the date of transaction?

Complete Assignment Questions #4 - #9

Assignment
1. Jody has saved $2200 to put towards the cost of a new car. The car she plans to buy costs
$19 757 and she needs to take out a loan to pay the balance. The loan must be paid off in
four years and interest is charged at 8.2% per annum compounded semi-annually.
N=
a) Determine the payment she requires to make at the end I%=
of each month. PV=
PMT=
FV=
P/Y=
b ) How much did the car cost her? C/Y=
PMT: END BEGIN
492 Personal Finance Lesson #8: Loans and Consumer Credit

2. Lee had to borrow $7500 to build a new deck. He could only afford payments of $250 at
the beginning of each month. The bank charges interest at 7.8% per annum compounded
annually.

a) How much will he owe after 2 years? b ) In which month will he finally
pay off the loan?

N= N=
I%= I%=
PV= PV=
PMT= PMT=
FV= FV=
P/Y= P/Y=
C/Y= C/Y=
PMT: END BEGIN PMT: END BEGIN

c) If Lee was required to make a full payment in the last month, how much interest did he
pay for the loan?

3. Home Audio has a special on Kyoto home theatre systems. The system can be purchased
for $8788 or with a down payment of 20% followed by 36 monthly payments of $249.
The Carter family wants to buy one of these systems, but can only afford the down
payment. Before agreeing to the Home Audio deferred payment plan, Mr. Carter goes to
his local bank to inquire about a loan for the remaining amount. The bank offers Mr. Carter
a 3 year loan at 8.5% per annum compounded quarterly. If the bank payments are made at
the beginning of each month, which of the two methods is more economical?
 Personal Finance Lesson #8: Loans and Consumer Credit 493

4. Jane sees the following ad in

a local newspaper.
$2499.99 or 15% down + 12
a) How much is the down payment? payments of $199.99

b ) What is the total cost of the computer using the instalment method?

c) Calculate the difference between the two payment options.

5. Isabel received the following credit card statement.

Statement Payment Minimum Overdue Total Minimum

Date Due Date Payment Payment Payment Due
July 26 A B $0.00 C
Date of Date of Transaction Debits/
Trans Post Credits (-)

Previous Balance $0.00

06/30 07/02 Theatre Tickets $107.00
07/04 07/04 Robert's Diner $27.89
07/09 07/10 Quik Gas $33.71
07/16 07/17 Riverfront Grocery Store $178.95
07/16 07/16 Big Al's Towing and Repair $493.26
07/18 07/20 Simpson's Electronics $38.71
New Balance

a) Calculate the new balance.

b ) Determine the entries for positions A, B, C.

6. Pierre has a balance owing of $37.58 on his credit card. What is his minimum payment?
 494 Personal Finance Lesson #8: Loans and Consumer Credit

7. A certain type of projection television can be purchased for the advertised price of $3500 or
by a down payment of 20% of the advertised price plus 25 monthly instalments of $135.
Find the difference in cost between the two methods and express the difference as a
percentage, to the nearest 1%, of the advertised price.

Questions #8 and #9 refer to the following information.

Hale buys a set of golf clubs advertised at
$1 050. He makes a $200 down payment
and pays 36 monthly installments of $28.50

Numerical 8. The amount, to the nearest dollar, that Hale paid for the golf clubs, is _____ .
Response
(Record your answer in the numerical response box from left to right)

9. The finance charge expressed as a percentage of the advertised price, to one decimal place,
is _____ .
(Record your answer in the numerical response box from left to right)

Answer Key
1 . a) $429.14 b ) $22 798.72

2 . a) $2 221.27 b ) 34 months c ) $1000

3 . The bank by $28.81 per month 4 . a) $375.00 b ) $2 774.88 c ) $274.89

5 . a) $879.52 b ) A - Aug. 19, B - $26.39, C - $26.39 6 . $10

7 . $575, 16% 8. 1 2 2 6 9. 1 6 . 8
 Personal Finance Lesson #9:
Mortgages and Property Tax
Mortgages

A mortgage is a special type of loan which is used to purchase property. The property itself
is used as collateral - which the lending institution uses to recover its loan in the event that
the borrower does not pay back the loan. The person borrowing the money is called the
mortgagor and the institution lending the money is called the mortgagee.

Amortization
To amortize a mortgage is to repay a mortgage in equal periodic payments over a given
period of time. This period of time is called the amortization period.

In practice most mortgage agreements are for a much shorter term - at the end of which the
mortgage agreement is renegotiated with the lending institution.

The following amortization table gives the monthly payment for each $1000 of loan. The
interest rate is the annual rate with interest being compounded semi-annually. Payments are
made at the end of each month.

Note • By Canadian law, mortgage interest must be calculated annually or semi-annually.

• In this lesson we will consider payments to be made at the end of the month unless
otherwise stated

Monthly Payments per $1000 of Mortgage

Amortization Period
Interest 5 Years 10 Years 15 Years 20 Years 25 Years
Rate
6.00% $19.30 $11.07 $8.40 $7.12 $6.40
6.25% $19.41 $11.19 $8.53 $7.26 $6.55
6.50% $19.53 $11.31 $8.66 $7.41 $6.70
6.75% $19.64 $11.43 $8.80 $7.55 $6.85
7.00% $19.75 $11.56 $8.93 $7.69 $7.00
7.25% $19.87 $11.68 $9.07 $7.84 $7.16
7.50% $19.98 $11.81 $9.21 $7.99 $7.32
7.75% $20.10 $11.94 $9.34 $8.13 $7.47
8.00% $20.21 $12.06 $9.48 $8.28 $7.63
8.25% $20.33 $12.19 $9.62 $8.43 $7.79
8.50% $20.45 $12.32 $9.76 $8.59 $7.95

Class Ex. #1 Use the amortization table to calculate the monthly mortgage payment for each of the
following mortgages.
a) $120 000 at 6.75% per annum b ) $240 850 at 7.5% per annum
amortized over 15 years. amortized over 25 years.
 496 Personal Finance Lesson #9: Mortgages and Property Taxes

Class Ex. #2 Solve Class Ex. #1 using TVM Solver.

a) $120,000 at 6.75% per annum b ) $240,850 at 7.5% per annum

amortized over 15 years. amortized over 25 years.
N= N=
I%= I%=
PV= PV=
PMT= PMT=
FV= FV=
P/Y= P/Y=
C/Y= C/Y=
PMT: END BEGIN PMT: END BEGIN

b ) Do the answers agree with the solution to Class Ex. #1?

c) Can you suggest why there might be discrepancies?

Class Ex. #3 Jimmy and Sue bought a house in Scenic View for $225,000. They had a 30% down
1
payment and negotiated a three year mortgage at 8 4 % per annum compounded
semi-annually. The mortgage is amortized over 20 years. Determine;

a) the amortization period b ) the term of the mortgage

c) the amount of the down payment. d ) the amount to be financed

e) the monthly mortgage payment N=

I%=
PV=
PMT=
FV=
f) what their house would really cost if the interest rate remained the P/Y=
same throughout the amortization period. C/Y=
PMT: END BEGIN
 Personal Finance Lesson #9: Mortgages and Property Taxes 497

Property Taxes

Owning property involves paying property taxes to the local municipality to help pay for
services such as police, fire fighters, schools, roads, garbage collection etc.

The amount of property tax payable by an owner depends on the assessed value of the
property and the mill rate set by the municipality. The mill rate is determined each year by
the municipality when it sets its budget. Some municipalities list the mill rate as a tax rate.

If the municipality lists its taxes using a mill rate, then property tax is determined by:

assessed value
Property Tax = ¥ mill rate
1000
If the municipality lists its taxes using a tax rate, then property tax is determined by:

ÊÁ mill rate ˆ˜
Property Tax = assessed value ¥ tax rate ÁË Tax rate = 1000 ˜¯

Class Ex. #4 Calculate the annual property tax for Darcy’s ranch if:

a) in 2001 the assessed value was $384 325 and the mill rate was 11.230

b ) in 2002 the assessed value was $391 250 and the tax rate was 0.010296.

Class Ex. #5 The mortgage term on the mall owned by XY Holdings Inc. has come up for renewal. The
company negotiates a three year, $385 290 mortgage at 6.5% compounded semi-annually and
amortized over twenty years. The mall has an assessed value of $1,945,525 and the mill rate
is 17.5695. If the company pays its property tax and mortgage at the beginning of every
month, calculate the monthly payment.

Complete Assignment Questions #1 - #9

498 Personal Finance Lesson #9: Mortgages and Property Taxes

Assignment
1. Use the amortization table to calculate the monthly mortgage payment and the total cost for
each of the following mortgages.

a) $215 000 at 7.25% per annum b ) $179 578 at 7.75% per annum
amortized over 10 years. amortized over 20 years.

2. Solve assignment question #1 using TVM Solver.

a) $215 000 at 7.25% per annum b ) $179 578 at 7.75% per annum
amortized over 10 years. amortized over 20 years.
N= N=
I%= I%=
PV= PV=
PMT= PMT=
FV= FV=
P/Y= P/Y=
C/Y= C/Y=
PMT: END BEGIN PMT: END BEGIN

3. Giselle bought a condominium for $102 500. She had a 15% down payment and
negotiated a four year mortgage at 7.75% per annum compounded semi-annually.
The mortgage is amortized over 25 years. Determine:

a) the term of the mortgage b ) the amortization period

c) the amount of the down payment.

d ) the monthly mortgage payment N=

I%=
PV=
e) the total amount paid for the condominium if the interest rate
PMT=
remained at 7.75% throughout the amortization period.
FV=
P/Y=
C/Y=
PMT: END BEGIN
 Personal Finance Lesson #9: Mortgages and Property Taxes 499

4. A financial institution offers a $125 000 mortgage amortized over 20 years at 7% per year
compounded semi-annually.

a) Determine the monthly payments.

b ) Calculate the total amount to be paid.

c) Calculate the amount of interest to be paid.

d ) What would happen to the monthly payments and the total to be paid if the mortgage
was amortized over 25 years? (No calculations are required)

5. Aziz needs a $95 000 mortgage. He visited two banks and was given the following options:
• Mega Bank: a two year term at 7.5% amortized over 10 years.
• Bank for More: a five year term at 7.25% amortized over 15 years.

a) Which option has the lower monthly payment?

Mega Bank Bank For More
N= N=
I%= I%=
PV= PV=
PMT= PMT=
FV= FV=
P/Y= P/Y=
C/Y= C/Y=
PMT: END BEGIN PMT: END BEGIN

b ) Assuming the interest rate remains the same over the amortization period of each loan,
determine the total amount of interest paid for each option.

c) Even though the monthly payments are higher, why might Aziz choose Mega Bank?

d ) Even though the total amount of interest paid is higher, why might Aziz choose
Bank for More?
500 Personal Finance Lesson #9: Mortgages and Property Taxes

6. In 1998 Mike and Barb moved into a new home and assumed a $135 000 mortgage
amortized in the year 2013 at 6.5% per annum compounded semi-annually for a three year
term. At the end of the three year term, the mortgage rate had increased by 1.5%. They
renegotiated their mortgage for a further three year term at this new rate. Calculate the
monthly payment for their renegotiated mortgage if the mortgage was still to be amortized in
the year 2013.

7. Calculate the annual property tax of the following:

a) The assessed value of Henry’s home is $235 000 and the mill rate is 12.750 .

b ) The tax rate of the building owned by Adi Corp is 0.019405 and the assessed value
is $1 759 000.

c) The assessed value of a hotel is $3 235 775 and the mill rate is 15.463 .

d ) The tax rate of a home is 0.009894 and the assessed value is $159 000.
 Personal Finance Lesson #9: Mortgages and Property Taxes 501

8. What is the tax rate for a house which is assessed at $145 500 and where the monthly
property tax bill is $141.67?

9. Craig and Jennifer have arranged a four year $110 000 mortgage at 6.8% per annum
compounded semi-annually and amortized over 18 years. Their house has an assessed
value of $185 000 and the residential tax rate is 0.015718. If Craig and Jennifer pay their
property tax and mortgage at the end of every month, calculate their monthly housing costs
(mortgage payment plus property tax).

Answer Key

1 . a) $2,511.20 b ) $1,459.97

2 . a) $2,512.19 b ) $1,460.73

3 . a) 4 years b ) 25 years c ) $15,375 d) $651.10 e ) $210,705

4 . a) $961.64 b ) $230,793.60 c ) $105,793.60

d) The monthly payments would decrease but the total to be paid would increase

5 . a) Mega Bank - $1 121.99 Bank for More - $861.49

b) Mega Bank - $39 638.80 Bank for More - $60 068.20
c) The amortization period is less, so the total amount of interest to be paid is less.
d) The monthly payments are less and he may not be able to afford a higher monthly
payment for Mega Bank

6 . Original monthly payment - $1 169.60, amount owed at the end of three years - $117 265.58,
renegotiated monthly payment - $1,260.99

7 . a) $2,996.25 b ) $34,133.40 c ) $50,034.79 d) $1,573.15

8 . 0.011684 9 . $878.24 + $242.32 = $1,120.56

502 Personal Finance Lesson #9: Mortgages and Property Taxes
 Personal Finance Lesson #10:
Foreign Exchange
Exchange Rates

The rate of exchange from one currency to another varies from day to day. Current rates can
be obtained from the financial section of a newspaper, from a bank, from the internet, etc.
In this lesson we will use the following rates of exchange.
Country Currency Canadian $ Canadian $
per unit per unit
(buy C $) (sell C $)

Australia Dollar 0.8196 0.8794

Chile Peso 0.00244 0.00257
Europe Euro 1.3392 1.4174
India Rupee 0.0275 0.02789
Japan Yen 0.009574 0.0102
Mexico Peso 0.1142 0.115
Russia Rouble 0.0404 0.0417
Switzerland Franc 0.8597 0.9097
United Kingdom Pound 1.9608 2.0384
United States Dollar 1.143 1.185

In the table above, the financial institution pays less if you are selling Canadian dollars than
they charge if you are buying Canadian dollars. This is how the financial institution makes
money. They may also charge a transaction fee.

In all the examples and assignment questions in this lesson, we will assume that the
transaction fee is built into the exchange rate.

Note For example, the rate of exchange for converting Canadian dollars into US dollars
(i.e. selling Canadian dollars) is:

• 1.1850 Canadian dollars per US dollar, or

1
• 1.1850
= 0.8439 US dollars per Canadian dollar.

Class Ex. #1 Complete the following:

The rate of exchange for converting:
a) Canadian dollars into Euros is _____________ Canadian dollars per Euro
or _____________ Euros per Canadian dollar.

b ) Swiss francs into Canadian dollars is _____________ Canadian dollars per franc
or _____________ francs per Canadian dollar.

c) Canadian dollars into Japanese yen is _____________ Canadian dollars per yen
or _____________ yen per Canadian dollar.
 504 Personal Finance Lesson #10: Foriegn Exchange

Class Ex. #2 Determine the equivalent amount for converting $1000 Canadian into the
following currencies:

a) US dollars b ) Mexican pesos c) India rupees

Class Ex. #3 The following items were bought by Canadian tourists. Calculate the equivalent cost in
Canadian dollars. Assume that the Canadian tourist had to change Canadian dollars into
foreign currency to purchase the item.

a) A soft drink in Sydney, Australia costing 4 dollars.

b ) A Scottish kilt costing 37.50 pounds.

c) A meal costing 25 Euros.

Class Ex. #4 The Johnston family booked an all inclusive holiday in Cancun, Mexico. For spending
money they converted $1800 Canadian to pesos. While in Cancun, they spent 9200 pesos
and upon returning home to Vancouver, they changed their remaining pesos to Canadian
dollars. How much did they receive?

Complete Assignment Questions #1 - #6

 Personal Finance Lesson #10: Foriegn Exchange 505

Assignment
1. Complete the following:
The rate of exchange for converting:
a) Canadian dollars into Russian roubles is _____________ Canadian dollars per rouble
or _____________ roubles per Canadian dollar.

b ) Chilean pesos into Canadian dollars is _____________ Canadian dollars per peso
or _____________ pesos per Canadian dollar.

c) Australian dollars into Canadian dollars is _____________ Canadian dollars per

Australian dollar or _____________ Australian dollars per Canadian dollar.

2. Determine the equivalent amount for converting the following currencies:

a) $200 Cdn to $US b ) 450 Swiss francs to $Cdn c) $650 Cdn to Japanese yen

d ) $3000 Cdn to euros e) 1700 rupees to $Cdn f) $775 Cdn to Chilean pesos

3. The following items were bought by Canadian tourists. Calculate the equivalent cost in
Canadian dollars. Assume that the Canadian tourist had to change Canadian dollars into
foreign currency to purchase the item.

a) b)

13.99 pounds 7560 Chilean pesos

c) d)

$270 US 23 000 yen

 506 Personal Finance Lesson #10: Foriegn Exchange

4. Sabine, an exchange student from Geneva, Switzerland, changed 3 000 Swiss francs into
Canadian dollars. While in Alberta, she spent $1 580 and changed the remainder of her
money into US dollars. She spent $820 US and upon returning home converted the
remaining US dollars into francs at the rate of 1.3296 francs per US dollar. How many
francs did she receive?

Numerical 5. A wooden carving in Helsinki costs 38 markka. The cost in Canadian dollars, to the nearest
Response cent, if the exchange rate is $1 Cdn = 4.52 markka is _____ .

(Record your answer in the numerical response box from left to right)

Numerical 6. A student from Hong Kong buys a Canadian souvenir for $75. If the exchange rate is
Response $0.1551 Cdn = 1 Hong Kong dollar, then the cost in Hong Kong dollars, to the nearest
dollar, is _____ .

(Record your answer in the numerical response box from left to right)

Answer Key

1 . a) 0.0147, 23.9808 b ) 0.8196, 1.2201 c ) 0.8794, 1.1371

2 . a) $168.78 US b ) $386.87 c ) 63 725 yen

d) 2116.55 euros e ) $46.75 f ) 301 556 pesos

3 . a) $28.52 b ) $19.43 c ) $319.95 d) $234.60

4 . 30.74 francs 5. 8 . 4 1 6. 4 8 4
 Personal Finance Lesson #11:
Budgeting
Budget

A budget is an itemized plan over a period of time for predicting expenses and deciding how
to pay for these expenses. To create a budget you need to be aware of money earned
(income) and money spent (expenditures).

Expenditures

When creating a budget be aware of the following three types of expenses;

• regular fixed expenses

• regular variable expenses

• irregular expenses

• unexpected expenses

Class Ex. #1 Classify the following expenses according to the criteria given above.

a) mortgage b ) food c) holiday travel

d ) clothing e) internet f) cell phone

g) car repair h ) savings i ) home renovation

Class Ex. #2 Provide two more examples of each of the four types of expenditure

• regular fixed expenses

• regular variable expenses

• irregular expenses

• unexpected expenses
 508 Personal Finance Lesson #11: Budgeting

Balanced Budget

A balanced budget is a budget in which the total expenditure equals the total income.

If the expenditure is less than the income over the time period of the budget, then the budget is
said to have a surplus.

If the expenditure is greater than the income over the time period of the budget, then the
budget is said to have a deficit.

It is important when preparing a budget that the figures you use are realistic and are subject to
review due to changing circumstances.

Class Ex. #3 Before the start of the girls soccer season, Mr. Elbel, the head coach, prepared the following
budget.

Expenditures Income

• league entry fee Æ $120 • player user fee Æ to be announced

• replacement uniforms Æ $150 • donations Æ $300
• equipment Æ $190 • fund raising Æ $180
• transportation Æ $400
• officials Æ $200
• trophies Æ $60
• ground maintenance Æ $150
• miscellaneaous Æ $100

If 18 girls made the final soccer roster, how much should Mr. Elbel charge each player for a
user fee in order to have a balanced budget.
 Personal Finance Lesson #11: Budgeting 509

Analyzing a Budget

Class Ex. #4 The Addams’ family have a monthly net income of $4250. They prepared a budget for their
predicted monthly expenses. The breakdown of expenses is shown in the circle graph.

mortgage
utilities
15% cable/phone
25% food
clothing
10%
transportation
savings
6% others
9%

10% 5%

20%

a) How much money did they budget for:

i ) food? ii) transportation?

b ) Calculate the amount of money budgeted for entertainment if 15% of the “others”
category was budgeted for entertainment.

c) Mr. Addams created the circle graph above with compasses and protractor.
Calculate the measure of the central angle for the “food” sector.

Complete Assignment Questions #1 - #5

 510 Personal Finance Lesson #11: Budgeting

Assignment
1. The circle graph shows the way in which a company’s projected manufacturing costs of
1.2 million dollars for a year were budgeted.

Wages & Salaries

Materials Used

5% 4% Sales Expenses
8% Packaging
35% Utilities
Others
18%

30%

How much money was budgeted for:

a) wages and salaries? b ) packaging? c) sales expenses?

Multiple 2. Paying the fine for a speeding ticket would be classified as a(n)
Choice
A. regular fixed expense
B. regular variable expense
C. irregular expense
D. unexpected expense

Numerical 3. Sara’s mortgage payment accounts for 24% of her monthly budget. Food accounts for
Response 18% and transportation accounts for 10%. If the total expenditure for these three items is
$1320, then her monthly budget amount, to the nearest dollar is _____ .
(Record your answer in the numerical response box from left to right)
 Personal Finance Lesson #11: Budgeting 511

4. Pierre’s net monthly income is $1750. He prepares a budget for next month’s expenditure.
Rent $750, food $400, cable $50, clothing $100, transportation 100, savings $200.
The bar graph shows the budget expenditure.

Rent Series 1

Food

Cable

Clothing

Transportation

Savings

Others

0 150 300 450 600 750 900

Monthly Expenditure in Dollars

a) Calculate the amount in the “others” category.

b ) At the start of the month, the price of oil increased dramatically and his transportation
costs were increased by 50%. Pierre revised his budget by finding the extra money
from the “savings” category. Draw a circle graph which represents the revised budget.
512 Personal Finance Lesson #11: Budgeting

5. Helen and Jenny are about to leave high school. Helen has enrolled in an engineering
course in a local university and is planning to live in student housing. Jenny has been
offered employment as a payroll officer at a local lumber yard for which she will earn
$1500 net per month. Jenny is planning to rent a small basement suite.

For each girl prepare a detailed balanced monthly budget outlining income and expenditure.
Explain some of the choices you have made in each budget. Provide a graphical
representation of each budget.

If possible, use a computer spreadsheet program or the table function of a graphing

calculator to help develop the budgets.

Answer Key

1 . a) $420 000 b ) $96 000 c ) $216 000

2. D 3. 2 5 3 8

4 . a) $150
b)
Others 8.6%
Savings 11.4%
8.6% Transportation 5.7%
11.4% Clothing 5.7%
Cable 2.9%
42.9% 5.7% Food 22.9%
5.7% Rent 42.9%
2.9%

22.9%
Notes Page 1
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Notes Page 25
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